From djrosen1 at comcast.net  Sat Mar 31 23:04:35 2007
From: djrosen1 at comcast.net (David Rosen)
Date: Sat, 31 Mar 2007 23:04:35 -0400
Subject: [SpecialTopics 257] What Works for Adult ESL Students? A Special
	Topics Discussion
Message-ID: <902DFFE7-5ADD-4CEF-84CD-525135E684FF@comcast.net>

Dear Colleague,

I am very pleased to announce a special discussion on "What Works for  
Adult ESL Students" with the principal authors of the study, Heide  
Spruck Wrigley and Larry Condelli.  The discussion will begin April  
9th and continue through April 15th. Below you will find brief  
biographies of the authors, and (links to) some short and longer  
pieces about the research.  This is one of the major studies of adult  
ESL/ESOL in our field, and a wonderful opportunity to discuss the  
study and its findings with the authors.  I hope you will take time  
before the discussion to read the study and to formulate your  
questions for the authors.  You may send your questions beginning now  
although they will be held until April 9th when the discussion begins.

Information on Subscribing

If you are not subscribed to the National Institute for Literacy's  
Special Topics discussion list, where this discussion will be held,  
you can subscribe at any time, by going to

http://www.nifl.gov/mailman/listinfo/specialtopics

Follow the simple instructions, select the "subscribe" button, and  
you will then be sent an email requesting confirmation of your  
subscription. You must immediately reply to that email in order to be  
subscribed. You can unsubscribe when the discussion ends, or stay  
subscribed and wait for the next discussion. On the Special Topics  
discussion list you will receive no email messages between discussions.

If you are subscribed, please pass this information on to colleagues  
who you think might be interested in the discussion

Biographies of the Guest Researchers

Dr. Heide Spruck Wrigley is Senior Researcher for Language, Literacy  
and Learning with LiteracyWork Associates, a small independent firm  
conducting research and professional development work in the United  
States and in Canada. She has been key in every federally funded  
national research study on adult ESL and acted as the subject matter  
expert in the What Works for Adult ESL Students study. She has  
written a number of books and articles related to adult ESL Literacy,  
including ?Bringing Literacy to Life? a handbook for  
practitioners, ?Communicating in the Real World?, a textbook on  
workplace ESL, and most recently the ?Language of Opportunity? a  
report for the Center on Law and Social Policy; and ?Capturing What  
Counts?  a chapter in  ?Adult Biliteracy: Socio-cultural and  
Programmatic Responses? (Erlbaum 2007).

Dr.  Wrigley currently is a non-resident fellow with the Migration  
Policy Institute in Washington, D.C. where she focuses on immigrant  
integration and policy issues related to adult ESL, employment and  
family literacy. She has served on a number of advisory boards and  
expert panels, including the National Academy of Sciences, the  
National Center for the Study of Adult Learning and Literacy, and  
(currently) the National Institute for Literacy and the National  
Center for Educational Statistics.

In an effort to make research accessible to practitioners, Dr.  
Wrigley is involved in a number of professional development efforts  
across the U.S. These include a four year ongoing staff development  
effort in Socorro, Texas to help teachers integrate family literacy,  
EL Civics, and technology. She also heads up several professional  
development Institutes (including a virtual course) for both new  
teachers and master teachers throughout Texas, focused on teaching  
English as a Second Language to adults. She has delivered numerous  
talks and key notes at conferences both within the U.S. and  
internationally. Dr. Wrigley holds a PhD in Education with a focus on  
Language, Literacy, and Learning and an MA in Applied Linguistics.

Dr. Larry Condelli is a managing director of the Adult Education and  
Literacy Program in the Education and Human Development Division at  
the American Institutes for Research. His work includes research on  
adult ESL students, accountability, and conducting professional  
development and technical assistance for adult educators. He recently  
directed the What Works Study for Adult ESL Literacy Students, the  
first large-scale empirical study of the effectiveness of  
instructional practices for adult ESL students, and is currently  
directing a study of the impact of explicit literacy instruction on  
low-literate adult ESOL learners for the U.S. Department of  
Education.  He is also the project director for the National  
Reporting System and was instrumental in developing this national  
accountability system for federally funded adult education and  
literacy program. Dr. Condelli's other projects include development  
of a performance-based reading assessment for low-literate adults for  
the National Assessment of Adult Literacy, funded by the National  
Center for Educational Statistics. He is a staff development and data  
consultant for the states of Alabama, California, Georgia and Utah  
and provides training and technical assistance to adult education  
staff in several states. Dr. Condelli holds a Ph.D. in Psychology  
from the University of California.

Readings to prepare for the Discussion

Below are links to readings (1 and 2) and attached documents  (3 and  
4) that will help you to prepare for the discussion. (Note, some  
people may not be able to open 3 and 4.  If you have difficulty, and  
would like me to email these to you, let me know.  
( djrosen1 at comcast.net )

1. A short NCSALL Focus on Basics article on What Works for Adult ESL  
Students
http://www.ncsall.net/?id=189

2. Instruction, Language and Literacy: What Works Study for Adult ESL  
Literacy Students
http://lotos.library.uu.nl/publish/articles/000176/bookpart.pdf

3. A long, but not too theoretical paper on the What Works ESL study  
presented in England ?

4. A paper on the What Works for Adult ESL Students study presented  
in Tilburg, Netherlands
  ?

I look forward to your joining this discussion.

David J. Rosen
National Institute for Literacy Special Topics List Moderator
djrosen1 at comcast.net

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From djrosen at comcast.net  Sat Apr  7 02:05:10 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 07 Apr 2007 02:05:10 -0400
Subject: [SpecialTopics 258]  What Works forAdult ESL/ESOL Students
Message-ID: <46173496.40801@comcast.net>

Dear Colleague,

This is a reminder that the discussion on What Works for Adult ESL 
Students, with study authors Larry Condelli and Heide Spruck Wrigley, 
begins this Monday. Please send your questions for the authors now.

Also, if you would like to let colleagues know about this discussion and 
how to sign up, here's the information to send them:

I am very pleased to announce a special discussion on "What Works for 
Adult ESL Students" with the principal authors of the study, Heide 
Spruck Wrigley and Larry Condelli. The discussion will begin April 9th 
and continue through April 15th. Below you will find brief biographies 
of the authors, and (links to) some short and longer pieces about the 
research. This is one of the major studies of adult ESL/ESOL in our 
field, and a wonderful opportunity to discuss the study and its findings 
with the authors. I hope you will take time before the discussion to 
read the study and to formulate your questions for the authors. You may 
send your questions beginning now although they will be held until April 
9th when the discussion begins.

Information on Subscribing

If you are not subscribed to the National Institute for Literacy's 
Special Topics discussion list, where this discussion will be held, you 
can subscribe at any time, by going to

http://www.nifl.gov/mailman/listinfo/specialtopics

Follow the simple instructions, select the "subscribe" button, and you 
will then be sent an email requesting confirmation of your subscription. 
You must immediately reply to that email in order to be subscribed. You 
can unsubscribe when the discussion ends, or stay subscribed and wait 
for the next discussion. On the Special Topics discussion list you will 
receive no email messages between discussions.

Biographies of the Guest Researchers

Dr. Heide Spruck Wrigley is Senior Researcher for Language, Literacy and 
Learning with LiteracyWork Associates, a small independent firm 
conducting research and professional development work in the United 
States and in Canada. She has been key in every federally funded 
national research study on adult ESL and acted as the subject matter 
expert in the What Works for Adult ESL Students study. She has written a 
number of books and articles related to adult ESL Literacy, including 
?Bringing Literacy to Life? a handbook for practitioners, ?Communicating 
in the Real World?, a textbook on workplace ESL, and most recently the 
?Language of Opportunity? a report for the Center on Law and Social 
Policy; and ?Capturing What Counts? a chapter in ?Adult Biliteracy: 
Socio-cultural and Programmatic Responses? (Erlbaum 2007).
Dr. Wrigley currently is a non-resident fellow with the Migration Policy 
Institute in Washington, D.C. where she focuses on immigrant integration 
and policy issues related to adult ESL, employment and family literacy. 
She has served on a number of advisory boards and expert panels, 
including the National Academy of Sciences, the National Center for the 
Study of Adult Learning and Literacy, and (currently) the National 
Institute for Literacy and the National Center for Educational Statistics.
In an effort to make research accessible to practitioners, Dr. Wrigley 
is involved in a number of professional development efforts across the 
U.S. These include a four year ongoing staff development effort in 
Socorro, Texas to help teachers integrate family literacy, EL Civics, 
and technology. She also heads up several professional development 
Institutes (including a virtual course) for both new teachers and master 
teachers throughout Texas, focused on teaching English as a Second 
Language to adults. She has delivered numerous talks and key notes at 
conferences both within the U.S. and internationally. Dr. Wrigley holds 
a PhD in Education with a focus on Language, Literacy, and Learning and 
an MA in Applied Linguistics.

Dr. Larry Condelli is a managing director of the Adult Education and 
Literacy Program in the Education and Human Development Division at the 
American Institutes for Research. His work includes research on adult 
ESL students, accountability, and conducting professional development 
and technical assistance for adult educators. He recently directed the 
What Works Study for Adult ESL Literacy Students, the first large-scale 
empirical study of the effectiveness of instructional practices for 
adult ESL students, and is currently directing a study of the impact of 
explicit literacy instruction on low-literate adult ESOL learners for 
the U.S. Department of Education. He is also the project director for 
the National Reporting System and was instrumental in developing this 
national accountability system for federally funded adult education and 
literacy program. Dr. Condelli's other projects include development of a 
performance-based reading assessment for low-literate adults for the 
National Assessment of Adult Literacy, funded by the National Center for 
Educational Statistics. He is a staff development and data consultant 
for the states of Alabama, California, Georgia and Utah and provides 
training and technical assistance to adult education staff in several 
states. Dr. Condelli holds a Ph.D. in Psychology from the University of 
California.

Readings to prepare for the Discussion

Below are links to readings (1 and 2) and attached documents (3 and 4) 
that will help you to prepare for the discussion. (Note, some people may 
not be able to open 3 and 4. If you have difficulty, and would like me 
to email these to you, let me know. ( djrosen1 at comcast.net 
<mailto:djrosen1 at comcast.net> )

1. A short NCSALL Focus on Basics article on What Works for Adult ESL 
Students
http://www.ncsall.net/?id=189

2. Instruction, Language and Literacy: What Works Study for Adult ESL 
Literacy Students
http://lotos.library.uu.nl/publish/articles/000176/bookpart.pdf

3. A long, but not too theoretical paper on the What Works ESL study 
presented in England (attached)

4. A paper on the What Works for Adult ESL Students study presented in 
Tilburg, Netherlands (attached)

David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net
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From djrosen at comcast.net  Mon Apr  9 01:52:03 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 09 Apr 2007 01:52:03 -0400
Subject: [SpecialTopics 259] What Works forAdult ESL/ESOL Students
	Discussion Begins Today
Message-ID: <4619D483.3070204@comcast.net>

Good day colleagues,

I would like to welcome Dr. Heide Spruck Wrigley and Dr. Larry Condelli, 
authors of the "What Works for Adult ESL Students" study. They will be 
our guests this week as we learn about and discuss this important study. 
We have received a few questions already, and I will post them today.  I 
hope that you will send your questions and comments today, and 
throughout the week, and that we will have a good discussion about the 
study.

I would like to begin by asking Heide and Larry to describe the major 
findings of the study and to put the study in context of research on 
adult ESL/ESOL and especially literacy.  Why is this an important study 
for adult ESL/ESOL and perhaps for the wider fields of ESL/ESOL and 
literacy education?

Everyone: to contribute a question or comment, or to add to the 
discussion, please e-mail your message to specialtopics at nifl.gov.

Thanks.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From cameroneileen at yahoo.com  Fri Apr  6 02:40:01 2007
From: cameroneileen at yahoo.com (Cameron Eileen)
Date: Thu, 5 Apr 2007 23:40:01 -0700 (PDT)
Subject: [SpecialTopics 260] Three Questions Regarding Research Articles and
	Related Topics in ESOL Instruction
Message-ID: <487865.13600.qm@web61014.mail.yahoo.com>

1. In the article "National Center for the Study of Adult Learning and Literacy: A Conversation With FOB... What Works for Adult ESL Students," it states that ESL students are better able to learn and understand English when the teacher or instructor of ESL is bilingual, in which case, the instructor can speak the students' native language or languages in order to clarify the students' understanding to further construct meaning.  This statement is also made in the article "Real World Research: Combining Qualitative and Quantitative Research for Adult ESL."  However, if a teacher or instructor is not bilingual, and they want to improve ESL students' written proficiency levels, should the instructor who is fluent only in English be encouraged to permit his or her ESL students to first write an essay or paragraph, depending upon the written assignment, within the student's own native language and then work closely with the student to translate that writing into English?  Is
 this a recommended form of instruction?  For one thing, allowing ESL students to write within their native languages helps the instructor familiarize themselves with languages that may be foreign to them.  This can also help the student translate and interpret their own native language and correspond their thoughts and ideas within a contextualized English language.  This can permit ESL students to demonstrate writing that displays clearer contextualized meanings.  It also allows ESL students to demonstrate a complexity of thoughts and ideas as well as express critical, analytical thinking skills within written English, especially those ESL students who struggle with written English in terms of writing incoherent sentences or clauses, or students who write mere phrases or simple sentences with incorrect word choice and improper use of grammar.  The article, "Real World Research," states "English learners who, for example, have good higher order reading strategies in their
 own language cannot call on those strategies to help them understand English texts until their understanding of English vocabulary and syntax are good enough to understand basic sentences and expressions."  Can this same principle be applied to ESL students' written English? 
   
  2. The article "Real World Research: Combining Qualitative and Quantitative Research for Adult ESL" briefly refers to the codings of a running record.  A running record that is incorporated in the teaching of standard American English and literacy within elementary schools in this country is used in a way that teachers can determine a student's reading abilities and potentialities through close observation of a student's reading processes.  Before a running record can be implemented, the teacher or instructor first must decipher the probable reading level of a particular student.  For instance, the teacher must select a book that the student will easily be able to read along with selecting two other books that may be more challenging to this same student.  Students must read 50 words within each of the three books.  To correspond the running record in accordance with the student's reading, the teacher must listen closely and observe, paying strict attention to the
 student's substitution or replacement of words, repetition of words, omission of words, pronunciation and/or mispronunciation of words, and number of self-corrections the student makes during their reading.  Once the student is finished reading 50 words within all three selected books, the teacher must add up all of the student's errors.  The book in which the student made no less than five errors is selected for appropriate reading in terms of a substantiated reading level since it presents more of a challenge.  However, a book in which a student makes more than five errors is considered too difficult for the student to read or comprehend.  I brought this up because in a standard English or literacy class in grades K-12, a student can be placed within a specific reading level or group and is given reading material in accordance with that particular reading or grade level, as it pertains to a balanced literacy model in adherence with the curricular standards of a running
 record.  Students are given reading material that is slightly more challenging in order to assist these students in mastering the English language.  Once students have mastered the English language and have acquired appropriate English reading skills, they will be able to read books that are several reading or grade levels above their current reading performance level.  Can a running record such as the one I have previousy described be applied within an adult literacy program for ESL students?  Instead of using grocery store fliers, electricity bills, and immigration documents, can literature be incorporated in an adult literacy program for ESL students?
   
  3. In the research study discussed in the article "Instruction, Language, and Literacy: What Works Study for Adult ESL Literacy Students, the BEST Oral Interview was incorporated in measuring listening comprehension, communication, and fluency.  In the footnote of that same research study, it states that the BEST Oral Interview also includes measures of pronunciation and a reading and writing score which were not used in the study.  I would actually like to know more about those measures of pronunciation, reading, and writing, and how they are assessed in determining a student's perfomance level.  Recently, I completed a training session for both print-based and the computer-adaptive BEST PLUS software program which measures the same items that were measured in the research study 1)listening comprehension, 2) language complexity or fluency, and 3) communication.  When I completed the training session in BEST PLUS there was no mention of scoring for pronunciation, reading,
 or writing.  Also, I wanted to know if these measurements had been included in your research study, would it have any effect on the students' performance levels quantitatively? Also would it have any statistical significance whatsoever in this particular research study if these variables had been taken into consideration when the BEST Oral Interview was administered?         

 
---------------------------------
Need Mail bonding?
Go to the Yahoo! Mail Q&A for great tips from Yahoo! Answers users.
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From c-gentry at cox.net  Sun Apr  1 23:01:19 2007
From: c-gentry at cox.net (cheryl gentry)
Date: Sun, 1 Apr 2007 20:01:19 -0700
Subject: [SpecialTopics 261]  (no subject)
Message-ID: <003601c774d3$2fd81400$6401a8c0@upmaster>

I teach GED at CRC...a prison in Norco, Calif. I have many students who grew up speaking Spanish in the home and have difficulty with English grammar. Are there any special tricks?
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From heide at literacywork.com  Mon Apr  9 08:07:26 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Mon, 9 Apr 2007 08:07:26 -0400
Subject: [SpecialTopics 262]  A good start
In-Reply-To: <4619D483.3070204@comcast.net>
Message-ID: <FC296284F724334392D3C7D22CC4F22117070A@ntxbeus09.exchange.xchg>

Good morning all 

This promises to be an exciting discussion and I look forward to talking
with you about the study in general and responding to the issues you
have raised. So thanks for those of you who have already posted
questions and we look forward to more.  

I'm in D.C. at the moment at a meeting on adult ESL literacy with NIFL,
the National Institute for Literacy and will be responding to David's
invitation and to your questions this evening. 

See you soon on-line 

Heide 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Sunday, April 08, 2007 11:52 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 259] What Works forAdult ESL/ESOL
StudentsDiscussion Begins Today

Good day colleagues,

I would like to welcome Dr. Heide Spruck Wrigley and Dr. Larry Condelli,

authors of the "What Works for Adult ESL Students" study. They will be 
our guests this week as we learn about and discuss this important study.

We have received a few questions already, and I will post them today.  I

hope that you will send your questions and comments today, and 
throughout the week, and that we will have a good discussion about the 
study.

I would like to begin by asking Heide and Larry to describe the major 
findings of the study and to put the study in context of research on 
adult ESL/ESOL and especially literacy.  Why is this an important study 
for adult ESL/ESOL and perhaps for the wider fields of ESL/ESOL and 
literacy education?

Everyone: to contribute a question or comment, or to add to the 
discussion, please e-mail your message to specialtopics at nifl.gov.

Thanks.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From kolgin at glendale.edu  Mon Apr  9 09:51:55 2007
From: kolgin at glendale.edu (kolgin at glendale.edu)
Date: Mon, 9 Apr 2007 06:51:55 -0700 (PDT)
Subject: [SpecialTopics 263]  Judicious use of first language support
Message-ID: <1260.69.231.218.57.1176126715.squirrel@webmail.glendale.edu>

>From "What Works" you noted that it was a surprise to see that "a
judicious use of L1" had a positive influence. Can you expound on the
difference between "judicious use" and bilingualism?
Kirk Olgin

From heide at literacywork.com  Mon Apr  9 20:51:57 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Mon, 9 Apr 2007 20:51:57 -0400
Subject: [SpecialTopics 264]  What works - responding to questions
In-Reply-To: <1260.69.231.218.57.1176126715.squirrel@webmail.glendale.edu>
Message-ID: <FC296284F724334392D3C7D22CC4F22117097D@ntxbeus09.exchange.xchg>

Hi, all 
 
And thank you for the questions you posted so far
 
You'll be reading a quick overview on the study soon (Larry just came
back from Mexico) and I'll be responding to some of the topics raised in
your postings. I'll take one issue at a time. 
 
I will try to write about one topic at a time, in order to make it
easier to find and read about a particular area of interest. And if you
do ask a question (or more), please indicate the topic in the subject
line to help keep us organized. 
 
First up, native language use in the classroom 
 
Heide
 
 
 
 
 
-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of kolgin at glendale.edu
Sent: Monday, April 09, 2007 7:52 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 263] Judicious use of first language support
 
>From "What Works" you noted that it was a surprise to see that "a
judicious use of L1" had a positive influence. Can you expound on the
difference between "judicious use" and bilingualism?
Kirk Olgin
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
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From heide at literacywork.com  Mon Apr  9 21:28:16 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Mon, 9 Apr 2007 21:28:16 -0400
Subject: [SpecialTopics 265] Re: Judicious use of first language - Part 1
In-Reply-To: <1260.69.231.218.57.1176126715.squirrel@webmail.glendale.edu>
Message-ID: <FC296284F724334392D3C7D22CC4F22117098B@ntxbeus09.exchange.xchg>

We had two questions so far on our finding that use of the native
language in the ESL classroom, one asking for a clarification of the
differenced between judicious use of the native language and
bilingualism and another on the practice of having students compose an
essay in Spanish and then translating the work into English (more on
that in the next post) 
 
Judicious use of the native language - an explanation: 
The study only focused on adult ESL literacy classes. We did not include
classes in which teachers used a bilingual model where two languages are
used purposefully (such as a preview/review model where the teacher
introduces a topic in the native language, spends the rest of the time
in English, and then reviews what has been learned once again in the
native language and allows for a period of questions and answers in the
native language to make sure students understand the content or point of
a lesson). Also not included in the study where classes where some topic
areas (U.S. history and government, for example) where taught in the
native language while English communication skills where taught using,
well, English  
 
We did not include these types of classes because the bilingual model,
consciously designed and applied as such) is not a common model in adult
ESL (it is in bilingual education. And no programs that met the study
requirements were found that consciously and systematically used a
bilingual model as defined in the literature on bilingual education. 
 
We would have liked to include programs that include a native language
literacy component, that is programs that teach non-literate students to
read and write in a language they understand (i.e., the native language
- also referred to as L1) instead of teaching literacy in a language
students are still struggling with (English - or L2 the term used for
the target language). We did find a few programs that used this model
but funding decisions made their inclusion not possible. 
 
We also did not include programs in which teachers translated
directions, vocabulary and content almost constantly, the minute a
single student looked a bit confused, giving students little opportunity
to grapple with English or stay in English for a significant amount of
time and in the process depriving students of the opportunity to build
confidence and competence in understanding and using English.  We don't
see constant translation as a model that is pedagogically sound, given
the need of students to learn to communicate in English and to learn to
engage and process print in English. 
 
What we found was that many of the bilingual ESL teachers adapted their
teaching to the needs of the students and used L1 in support of ESL
learning and teaching. Using their own judgment (rather than a specific
model), they used any number of bilingual strategies which included
providing a quick translation of a task when directions (in a book for
example), proved to be more complex than the task itself or giving an
explanation of a language pattern that confused students. Strategies
also included saying a word in Spanish when students were stuck or using
Spanish to clarify when a student had a question.  
 
Are there other ways to take advantage of L1 in the classroom?
Absolutely, and we can talk about those. 
 
Are teachers who don't speak the language of their students condemning
their students to failure? Absolutely not. There are any number of
strategies that teachers can use when their students are stuck or
confused, and a number of ways in which they can take advantage of L1 in
the L2 classroom. 
 
But this is a discussion for another day.. 
 
Heide
 
-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of kolgin at glendale.edu
Sent: Monday, April 09, 2007 7:52 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 263] Judicious use of first language support
 
>From "What Works" you noted that it was a surprise to see that "a
judicious use of L1" had a positive influence. Can you expound on the
difference between "judicious use" and bilingualism?
Kirk Olgin
-------------------------------
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From heide at literacywork.com  Mon Apr  9 22:01:50 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Mon, 9 Apr 2007 22:01:50 -0400
Subject: [SpecialTopics 266] judicious use of the first language- Part 2 -
	L1 writing
In-Reply-To: <487865.13600.qm@web61014.mail.yahoo.com>
Message-ID: <FC296284F724334392D3C7D22CC4F2211709AB@ntxbeus09.exchange.xchg>

Hi, Camaron Eileen (I wasn't sure on the name - please tell us more) 
 
Thanks, so much for your thoughtful reading of the reports and your
insightful comments. We'll take one question at a time in order to keep
reading manageable for the busy readers out there. 
 
We did see positive effects on both oral language and literacy in
classrooms where teachers used the native language occasionally to
clarify or explain. In these classes students also occasionally used L1
in pair or group work to help each other understand a tasks or to get
the point across. 
 
We did not see instances where the teacher invited students to write in
the native language and then translate what they had written in English
so the study is silent on this approach.  Here, however are my own
thoughts on this approach. 
 
1.	Teaching students to learn to read and write in the native
language is a promising approach for a number of reasons: 
*        It is easier to understand sound/symbol relationships in a
known language than in a new language. 
*        Meta-cognitive strategies, such as asking questions about
language or explaining what one can and cannot do with language and
identifying where one's difficulties lie are difficult to apply in a new
language. 
*        We know that strong literacy skills in L1 transfer to L2
literacy (but not immediately or directly, some mediation is still
necessary)
*        You only learn to read once - and once you have "broken the
code" , that is your mind has understood that there is a relationship
between oral language and print (sound/symbol correspondences).
*        Once you have developed phonemic awareness and once you have
learned to decode in L1, you don't have to learn it again when you move
to another language (you do have to learn how the new language works,
but the hard work of understanding the nature and function of print has
been done.) 
 
For the most part (and for funding reasons) in our field, native
language literacy classes are taught in parallel with ESL classes
focused on communication skills, though it is rare to find beginning ESL
classes that are solely or even primarily focused on developing English
speaking and listening skills and where the teacher does not rely on
print (e.g., writing on the board; using a textbook or hand-outs with
written text) 
 
More on translation in a bit 
 
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Cameron Eileen
Sent: Friday, April 06, 2007 12:40 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 260] Three Questions Regarding Research Articles
andRelated Topics in ESOL Instruction
 
1. In the article "National Center for the Study of Adult Learning and
Literacy: A Conversation With FOB... What Works for Adult ESL Students,"
it states that ESL students are better able to learn and understand
English when the teacher or instructor of ESL is bilingual, in which
case, the instructor can speak the students' native language or
languages in order to clarify the students' understanding to further
construct meaning.  This statement is also made in the article "Real
World Research: Combining Qualitative and Quantitative Research for
Adult ESL."  However, if a teacher or instructor is not bilingual, and
they want to improve ESL students' written proficiency levels, should
the instructor who is fluent only in English be encouraged to permit his
or her ESL students to first write an essay or paragraph, depending upon
the written assignment, within the student's own native language and
then work closely with the student to translate that writing into
English?  Is this a recommended form of instruction?  For one thing,
allowing ESL students to write within their native languages helps the
instructor familiarize themselves with languages that may be foreign to
them.  This can also help the student translate and interpret their own
native language and correspond their thoughts and ideas within a
contextualized English language.  This can permit ESL students to
demonstrate writing that displays clearer contextualized meanings.  It
also allows ESL students to demonstrate a complexity of thoughts and
ideas as well as express critical, analytical thinking skills within
written English, especially those ESL students who struggle with written
English in terms of writing incoherent sentences or clauses, or students
who write mere phrases or simple sentences with incorrect word choice
and improper use of grammar.  The article, "Real World Research," states
"English learners who, for example, have good higher order reading
strategies in their own language cannot call on those strategies to help
them understand English texts until their understanding of English
vocabulary and syntax are good enough to understand basic sentences and
expressions."  Can this same principle be applied to ESL students'
written English? 
 
2. The article "Real World Research: Combining Qualitative and
Quantitative Research for Adult ESL" briefly refers to the codings of a
running record.  A running record that is incorporated in the teaching
of standard American English and literacy within elementary schools in
this country is used in a way that teachers can determine a student's
reading abilities and potentialities through close observation of a
student's reading processes.  Before a running record can be
implemented, the teacher or instructor first must decipher the probable
reading level of a particular student.  For instance, the teacher must
select a book that the student will easily be able to read along with
selecting two other books that may be more challenging to this same
student.  Students must read 50 words within each of the three books.
To correspond the running record in accordance with the student's
reading, the teacher must listen closely and observe, paying strict
attention to the student's substitution or replacement of words,
repetition of words, omission of words, pronunciation and/or
mispronunciation of words, and number of self-corrections the student
makes during their reading.  Once the student is finished reading 50
words within all three selected books, the teacher must add up all of
the student's errors.  The book in which the student made no less than
five errors is selected for appropriate reading in terms of a
substantiated reading level since it presents more of a challenge.
However, a book in which a student makes more than five errors is
considered too difficult for the student to read or comprehend.  I
brought this up because in a standard English or literacy class in
grades K-12, a student can be placed within a specific reading level or
group and is given reading material in accordance with that particular
reading or grade level, as it pertains to a balanced literacy model in
adherence with the curricular standards of a running record.  Students
are given reading material that is slightly more challenging in order to
assist these students in mastering the English language.  Once students
have mastered the English language and have acquired appropriate English
reading skills, they will be able to read books that are several reading
or grade levels above their current reading performance level.  Can a
running record such as the one I have previousy described be applied
within an adult literacy program for ESL students?  Instead of using
grocery store fliers, electricity bills, and immigration documents, can
literature be incorporated in an adult literacy program for ESL
students?
 
3. In the research study discussed in the article "Instruction,
Language, and Literacy: What Works Study for Adult ESL Literacy
Students, the BEST Oral Interview was incorporated in measuring
listening comprehension, communication, and fluency.  In the footnote of
that same research study, it states that the BEST Oral Interview also
includes measures of pronunciation and a reading and writing score which
were not used in the study.  I would actually like to know more about
those measures of pronunciation, reading, and writing, and how they are
assessed in determining a student's perfomance level.  Recently, I
completed a training session for both print-based and the
computer-adaptive BEST PLUS software program which measures the same
items that were measured in the research study 1)listening
comprehension, 2) language complexity or fluency, and 3) communication.
When I completed the training session in BEST PLUS there was no mention
of scoring for pronunciation, reading, or writing.  Also, I wanted to
know if these measurements had been included in your research study,
would it have any effect on the students' performance levels
quantitatively? Also would it have any statistical significance
whatsoever in this particular research study if these variables had been
taken into consideration when the BEST Oral Interview was administered?

  
________________________________

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From heide at literacywork.com  Mon Apr  9 22:34:07 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Mon, 9 Apr 2007 22:34:07 -0400
Subject: [SpecialTopics 267] judicious use of the native language - Part 3 -
	translation and writing in L1
In-Reply-To: <487865.13600.qm@web61014.mail.yahoo.com>
Message-ID: <FC296284F724334392D3C7D22CC4F2211709B7@ntxbeus09.exchange.xchg>

Although the study did not address issues of having students write in L1
and then translate, here are a couple of thoughts (mine only)
 
Translation has long been used in other countries to build language
skills. Since the advent of the communicative approach to language
teaching it has become out of favor. Translation workshops where
students take work that they have created or other texts written in L1
and then render them in English can be an excellent way to build
language awareness and put language skills to use. Promising are
approaches that engage students in translating brochures or other texts
for a real audience, such as offering to translate a menu for a
restaurant or a brochure for a local business.  "Backward translations"
are a must in these cases. 
 
Workshops focused on translation are most appropriate for intermediate
levels on up where students have the English skills necessary to
translate more complex concepts and sophisticated language. 
 
I'm reluctant to endorse having students write in the native language
and then translate in beginning literacy classes - at that level,
students tend to think that there is a one to one relationship between
L1 words, phrases and structures and their L2 equivalents, and the
translations tend to be both awkward and highly ungrammatical.  In
addition, we don't want students to overly rely on translation but move
them toward thinking in the target language. 
 
You do, however, make a very good point in terms of helping students to
organize their ideas and think about what they want to say before asking
them to write in English. This can be done in a number of ways. Here are
some tips for teachers: 
 
1.	Introduce writing by using oral language first. Help students to
compose the text orally, whether it is a story, a description, or a
process. Make sure students have the language they need. 
2.	Connect oral language with writing through models such as the
Language Experience Approach where the connections are obvious since
students talk, read and write together as a group
3.	Model what you want students to do in writing by giving an oral
example (if you do it in writing, your students tend to copy what you
said)
4.	Dictate a few sentences that model what you want students to
write that way they get practice in putting pen to paper without having
to compose something from scratch (some may still copy but that's also
writing practice and they may not be ready to write on their own)
5.	Allow students to think about and talk about their ideas in L1
or L2 before you ask them to write. - that process activates background
knowledge and facilitates the composing process.  In the beginning
levels, let students know what they will be writing about over the next
few days - that's not cheating, that's giving your students a fighting
chance 
6.	Invite students to draw a picture as a starting point, again
giving them a chance to compose a story mentally before engaging in
combat with vocabulary, grammar and spelling. Students can create a
snapshot of a scene, create a strip story a la Chalk Talks, or  draw an
item, for example. 
 
It's late - back to the study tomorrow 
 
Heide
 
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Cameron Eileen
Sent: Friday, April 06, 2007 12:40 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 260] Three Questions Regarding Research Articles
andRelated Topics in ESOL Instruction
 
1. In the article "National Center for the Study of Adult Learning and
Literacy: A Conversation With FOB... What Works for Adult ESL Students,"
it states that ESL students are better able to learn and understand
English when the teacher or instructor of ESL is bilingual, in which
case, the instructor can speak the students' native language or
languages in order to clarify the students' understanding to further
construct meaning.  This statement is also made in the article "Real
World Research: Combining Qualitative and Quantitative Research for
Adult ESL."  However, if a teacher or instructor is not bilingual, and
they want to improve ESL students' written proficiency levels, should
the instructor who is fluent only in English be encouraged to permit his
or her ESL students to first write an essay or paragraph, depending upon
the written assignment, within the student's own native language and
then work closely with the student to translate that writing into
English?  Is this a recommended form of instruction?  For one thing,
allowing ESL students to write within their native languages helps the
instructor familiarize themselves with languages that may be foreign to
them.  This can also help the student translate and interpret their own
native language and correspond their thoughts and ideas within a
contextualized English language.  This can permit ESL students to
demonstrate writing that displays clearer contextualized meanings.  It
also allows ESL students to demonstrate a complexity of thoughts and
ideas as well as express critical, analytical thinking skills within
written English, especially those ESL students who struggle with written
English in terms of writing incoherent sentences or clauses, or students
who write mere phrases or simple sentences with incorrect word choice
and improper use of grammar.  The article, "Real World Research," states
"English learners who, for example, have good higher order reading
strategies in their own language cannot call on those strategies to help
them understand English texts until their understanding of English
vocabulary and syntax are good enough to understand basic sentences and
expressions."  Can this same principle be applied to ESL students'
written English? 
 
2. The article "Real World Research: Combining Qualitative and
Quantitative Research for Adult ESL" briefly refers to the codings of a
running record.  A running record that is incorporated in the teaching
of standard American English and literacy within elementary schools in
this country is used in a way that teachers can determine a student's
reading abilities and potentialities through close observation of a
student's reading processes.  Before a running record can be
implemented, the teacher or instructor first must decipher the probable
reading level of a particular student.  For instance, the teacher must
select a book that the student will easily be able to read along with
selecting two other books that may be more challenging to this same
student.  Students must read 50 words within each of the three books.
To correspond the running record in accordance with the student's
reading, the teacher must listen closely and observe, paying strict
attention to the student's substitution or replacement of words,
repetition of words, omission of words, pronunciation and/or
mispronunciation of words, and number of self-corrections the student
makes during their reading.  Once the student is finished reading 50
words within all three selected books, the teacher must add up all of
the student's errors.  The book in which the student made no less than
five errors is selected for appropriate reading in terms of a
substantiated reading level since it presents more of a challenge.
However, a book in which a student makes more than five errors is
considered too difficult for the student to read or comprehend.  I
brought this up because in a standard English or literacy class in
grades K-12, a student can be placed within a specific reading level or
group and is given reading material in accordance with that particular
reading or grade level, as it pertains to a balanced literacy model in
adherence with the curricular standards of a running record.  Students
are given reading material that is slightly more challenging in order to
assist these students in mastering the English language.  Once students
have mastered the English language and have acquired appropriate English
reading skills, they will be able to read books that are several reading
or grade levels above their current reading performance level.  Can a
running record such as the one I have previousy described be applied
within an adult literacy program for ESL students?  Instead of using
grocery store fliers, electricity bills, and immigration documents, can
literature be incorporated in an adult literacy program for ESL
students?
 
3. In the research study discussed in the article "Instruction,
Language, and Literacy: What Works Study for Adult ESL Literacy
Students, the BEST Oral Interview was incorporated in measuring
listening comprehension, communication, and fluency.  In the footnote of
that same research study, it states that the BEST Oral Interview also
includes measures of pronunciation and a reading and writing score which
were not used in the study.  I would actually like to know more about
those measures of pronunciation, reading, and writing, and how they are
assessed in determining a student's perfomance level.  Recently, I
completed a training session for both print-based and the
computer-adaptive BEST PLUS software program which measures the same
items that were measured in the research study 1)listening
comprehension, 2) language complexity or fluency, and 3) communication.
When I completed the training session in BEST PLUS there was no mention
of scoring for pronunciation, reading, or writing.  Also, I wanted to
know if these measurements had been included in your research study,
would it have any effect on the students' performance levels
quantitatively? Also would it have any statistical significance
whatsoever in this particular research study if these variables had been
taken into consideration when the BEST Oral Interview was administered?

  
________________________________

Need Mail bonding?
Go to the Yahoo! Mail Q&A
<http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTE
wOARfcwMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&s
id=396546091>  for great tips from Yahoo! Answers
<http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTE
wOARfcwMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&s
id=396546091>  users.
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From djrosen at comcast.net  Tue Apr 10 02:40:24 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 10 Apr 2007 02:40:24 -0400
Subject: [SpecialTopics 268]  What Works for Adult ESL/ESOL Students Study
Message-ID: <461B3158.90009@comcast.net>

Hello Heide,

Thanks for your replies to the questions posed so far.  I hope we will 
have lots more questions from subscribers to this discussion, including 
follow-up questions and comments. I have a bunch of questions that 
you'll find below, mostly my own, but also some that people have sent me 
to post.  I have organized the questions by article rather than by topic 
area, but please feel free to address them in any order that makes sense 
to you and over the course of the week if you like. They are addressed 
to both you and Larry.

Here are the questions:

   1.  From your perspectives, what are the most important and
      interesting findings of the study?
   2. In the Real World Research article, you write "Indeed, scientific
      research combined with professional wisdom is the definition of
      "evidence-based research" put forth by the research branch of the
      U.S. Department of Education.[1] <#_ftn1>  Does the U.S.
      Department of Education have a definition of "professional wisdom"
      specifically, "professional wisdom in adult literacy education"?
      Do you have a definition that _you_ prefer?
   3. In the Real World Research article you write "we found that the
      teachers in our study we[re] not trained in teaching literacy. 
      They were mostly using the materials and methods that they would
      normally use in regular ESL classes aimed at more literate
      students." From your experience is this typical of adult ESL/ESOL
      practice in the U.S., and if so, what needs to be done about it?
   4. Do you know of ESL/ESOL studies (completed or planned) which
      (will) look at how students acquire literacy (or language)
      learning from experiences outside of class?
   5. In the Real World Research article, you wrote "It is worth noting
      that we found only two studies [ of the 17 studies of literacy
      interventions] that used adult ESL students ....Thus, the effects
      of literacy interventions on literacy and language development
      among adult ESL learners lacks a research base ...." Are you aware
      of any other efforts that are planned to address this lack of
      research on ESL literacy?
   6. In the Real World Research article, you wrote "Given that adult
      immigrants and refugees come to classes to learn the skills needed
      in the community and at work, and given that only a few hours of
      classes are offered in a week, an approach that connects classroom
      learning with the community and encourages language and literacy
      use outside of school shows a great deal of promise." You have
      given some examples in the article. Can you review those here and
       give additional examples of how ESL/ESOL teachers could connect
      classroom learning with the community to use language and literacy
      outside of school?
   7. In the Real World Research article, you wrote "Video, or
      multimedia containing video, shows particular promise for language
      instruction, since language and content are presented in a variety
      of modalities (visual, auditory, text based) that reinforce each
      other. As such, they offer an immediate context for language
      learning that is not print dependent and allows for varied inputs
      in terms of language variation (regional accents and foreign
      dialects), as well as variation in the speed of discourse, thus
      allowing for increases in listening comprehension and
      understanding of the pronunciation of American English. In
      addition, skill and drill software" Could you elaborate? Can you
      give us some examples of effective and creative uses of video or
      multimedia used for language and literacy learning?
   8. In the Real World Research article, you wrote "Since distance
      learning is often problematic for non-traditional learners with
      low levels of skills and little experience with technology, a
      model that integrates multimedia with classroom teaching might
      have greater success than distance learning models, at least for
      students at the very beginning levels of English proficiency. Such
      a model could also include language learning tasks designed to
      help students learn on their own from TV, video, and film, thereby
      possibly increasing both language skills and language awareness.
      We find this an option worth considering." Are you - or is anyone
      - aware of work being done to help students learn on their own
      from TV, video and film?
   9. In the Real World Research article, you wrote "The results of
      studies that look at the relationship between strategy-based
      teaching and reading comprehension look promising, as do the
      studies that have examined the effects of extended reading on
      general reading skills and vocabulary acquisition in particular.
      This latter approach has been successful with both L1 and L2
      readers (Day and Bamford, 1998; Pilgreen and Krashen, 1993).
       However, both approaches assume at least an intermediate level of
      English proficiency." Can you elaborate on the relationship
      between strategy-based teaching and reading comprehension? What is
      strategy-based teaching?
  10. In the Real World Research article, you wrote "Case studies of
      individual programs that use technology creatively and show high
      rates of success in terms of student outcomes can help provide
      explanations as to why technology might be worth considering in
      research and practice. The Socorro Family Literacy Program near El
      Paso on the U.S.-Mexico border, for example, has adopted a model
      that asks learners to work in teams and create projects with
      technologies such as PowerPoint or video.[2] <#_ftn2>  Each year
      the students are part of a showcase where they present their
      finished projects to an English speaking audience consisting of
      other students, parents, school administrators and community
      members such as social workers and officials from the Workforce
      Board. Investigations into the effect of innovative approaches to
      technology integration can offer insights into what it takes to
      engage learners and help us see the difference in learning that
      occurs when adult literacy is used for real world purposes beyond
      the classroom. " Can you tell us more about the Socorro Family
      Literacy Program model?
  11. A key recommendation laid out in the Real World Research article
      is this: "A direct literacy teaching intervention we envision
      would target skills and strategies found to be effective in the
      teaching of reading and writing, such as creating phonemic
      awareness, developing fluency or automaticity, modeling
      comprehension strategies, increasing vocabulary, and fostering
      writing skills.The point of such an intervention would not be to
      change teaching to a phonics based approach (and make ESL teachers
      "phonicators") but to find ways to integrate the teaching of basic
      literacy skills into an ESL curriculum so that non-literate or low
      literate students get a chance to develop the skills that they
      have not had the chance to attain in their first language. An
      intervention study of this sort would then allow us to see whether
      an overt focus on underlying skills associated with reading and
      writing will facilitate the literacy acquisition process." The
      questions is, can this be done now within existing, limited
      intensity ESL/ESOL programs, or do you think this requires
      expanding the hours of instruction?
  12. You have proposed testing this hypothesis: "An instructional
      program that combines native language literacy and the teaching of
      oral communication skills in English will increase both the
      literacy and language skills of adults who are not literate in
      their native language. Use of the native language as part of ESL
      instruction is likely to aid students in the cognitive processing
      of new information and might result in greater gains in literacy
      as well."  This appears to be bucking the trend of eliminating
      bilingual education.  Has this been a politically controversial
      part of your study?
  13. In the Tilberg presentation, you write "Class Variables. The only
      class variable related to growth in basic reading skills was the
      length of the scheduled hours per week of class meeting time. 
      Students in classes with longer scheduled hours showed less growth
      than students in classes with fewer scheduled hours.  Other things
      being equal, including students' attendance and persistence, the
      longer the class's weekly scheduled meeting hours, the slower the
      rate of students' learning in basic reading skills."  However,
      later you write "The scheduled length of class in hours per week
      was also related to positive growth in reading comprehension. 
      Students in class with more scheduled hours per week had more
      growth in reading comprehension". Could you comment on the meaning
      of these two findings?  What exactly does "longer scheduled hours"
      mean, and given that it is positively related to growth in basic
      reading skills, but negatively related to reading comprehension,
      how should this variable be treated in the design of ESL/ESOL
      class schedules?
  14. In the Tilberg presentation, you write "We also looked at whether
      teacher background and training had an effect on adult ESL
      literacy student learning.  We found that no teacher variables
      were related to any of the student outcome measures used in the
      study.  However, the 38 teachers in the study were relatively
      homogeneous.  They were generally new, inexperienced teachers and
      although well credentialed, had little training or professional
      development in teaching adult ESL or ESL literacy.  "  Can you
      tell us why there was not a more hetereogeneous sample of
      teachers, and what differences you think that that might have made
      in the study?

------------------------------------------------------------------------

[1] <#_ftnref1> Whitehurst, G. (2002).  Evidence-Based Education.  U.S. 
Department of Education.

[2] <#_ftnref2> For a fuller description see Wrigley, H. S. 
(forthcoming).  Research in Action: Teachers, Projects and High End 
Technologies, Texas Center for the Advancement of Adult Literacy and 
Learning.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net
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From Elsa.Auerbach at umb.edu  Tue Apr 10 08:46:21 2007
From: Elsa.Auerbach at umb.edu (Elsa Auerbach)
Date: Tue, 10 Apr 2007 08:46:21 -0400
Subject: [SpecialTopics 269] Re: judicious use of the native language - Part
 3 - translation and writing in L1
In-Reply-To: <FC296284F724334392D3C7D22CC4F2211709B7@ntxbeus09.exchange.xchg>
Message-ID: <C240FF5D.24AD%Elsa.Auerbach@umb.edu>

A little anecdotal evidence here: I remember Paulo Freire once telling a
story about his daughter?s teaching (I?m not totally sure I?m getting this
right).  She found that if students are allowed to write in their first
language first (to develop their ideas, to figure out what they think, to
write their way towards understanding) and THEN write in the second language
(without translating, but having already explored their ideas), their L2
writing was much richer and more developed than texts written ?cold? in
their L2.  This implies NOT translating, but using L1 almost as a way in to
L2 writing. Elsa

On 4/9/07 10:34 PM, "Wrigley, Heide" <heide at literacywork.com> wrote:

> Although the study did not address issues of having students write in L1 and
> then translate, here are a couple of thoughts (mine only)
>  
> Translation has long been used in other countries to build language skills.
> Since the advent of the communicative approach to language teaching it has
> become out of favor. Translation workshops where students take work that they
> have created or other texts written in L1 and then render them in English can
> be an excellent way to build language awareness and put language skills to
> use. Promising are approaches that engage students in translating brochures or
> other texts for a real audience, such as offering to translate a menu for a
> restaurant or a brochure for a local business.  ?Backward translations? are a
> must in these cases.
>  
> Workshops focused on translation are most appropriate for intermediate levels
> on up where students have the English skills necessary to translate more
> complex concepts and sophisticated language.
>  
> I?m reluctant to endorse having students write in the native language and then
> translate in beginning literacy classes ? at that level, students tend to
> think that there is a one to one relationship between L1 words, phrases and
> structures and their L2 equivalents, and the translations tend to be both
> awkward and highly ungrammatical.  In addition, we don?t want students to
> overly rely on translation but move them toward thinking in the target
> language. 
>  
> You do, however, make a very good point in terms of helping students to
> organize their ideas and think about what they want to say before asking them
> to write in English. This can be done in a number of ways. Here are some tips
> for teachers: 
>  
> 1. Introduce writing by using oral language first. Help students to compose
> the text orally, whether it is a story, a description, or a process. Make sure
> students have the language they need.
> 2. Connect oral language with writing through models such as the Language
> Experience Approach where the connections are obvious since students talk,
> read and write together as a group
> 3. Model what you want students to do in writing by giving an oral example (if
> you do it in writing, your students tend to copy what you said)
> 4. Dictate a few sentences that model what you want students to write that way
> they get practice in putting pen to paper without having to compose something
> from scratch (some may still copy but that?s also writing practice and they
> may not be ready to write on their own)
> 5. Allow students to think about and talk about their ideas in L1 or L2 before
> you ask them to write. ? that process activates background knowledge and
> facilitates the composing process.  In the beginning levels, let students know
> what they will be writing about over the next few days ? that?s not cheating,
> that?s giving your students a fighting chance
> 6. Invite students to draw a picture as a starting point, again giving them a
> chance to compose a story mentally before engaging in combat with vocabulary,
> grammar and spelling. Students can create a snapshot of a scene, create a
> strip story a la Chalk Talks, or  draw an item, for example.
>  
> It?s late ? back to the study tomorrow
>  
> Heide
>  
>  
> 
> 
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of Cameron Eileen
> Sent: Friday, April 06, 2007 12:40 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 260] Three Questions Regarding Research Articles
> andRelated Topics in ESOL Instruction
>  
> 
> 1. In the article "National Center for the Study of Adult Learning and
> Literacy: A Conversation With FOB... What Works for Adult ESL Students," it
> states that ESL students are better able to learn and understand English when
> the teacher or instructor of ESL is bilingual, in which case, the instructor
> can speak the students' native language or languages in order to clarify the
> students' understanding to further construct meaning.  This statement is also
> made in the article "Real World Research: Combining Qualitative and
> Quantitative Research for Adult ESL." However, if a teacher or instructor is
> not bilingual, and they want to improve ESL students' written proficiency
> levels, should the instructor who is fluent only in English be encouraged to
> permit his or her ESL students to first write an essay or paragraph, depending
> upon the written assignment, within the student's own native language and then
> work closely with the student to translate that writing into English?  Is this
> a recommended form of instruction?  For one thing, allowing ESL students to
> write within their native languages helps the instructor familiarize
> themselves with languages that may be foreign to them.  This can also help the
> student translate and interpret their own native language and correspond their
> thoughts and ideas within a contextualized English language.  This can permit
> ESL students to demonstrate writing that displays clearer contextualized
> meanings.  It also allows ESL students to demonstrate a complexity of thoughts
> and ideas as well as express critical, analytical thinking skills within
> written English, especially those ESL students who struggle with written
> English in terms of writing incoherent sentences or clauses, or students who
> write mere phrases or simple sentences with incorrect word choice and improper
> use of grammar.  The article, "Real World Research," states "English learners
> who, for example, have good higher order reading strategies in their own
> language cannot call on those strategies to help them understand English texts
> until their understanding of English vocabulary and syntax are good enough to
> understand basic sentences and expressions."  Can this same principle be
> applied to ESL students' written English?
> 
>  
> 
> 2. The article "Real World Research: Combining Qualitative and Quantitative
> Research for Adult ESL" briefly refers to the codings of a running record.  A
> running record that is incorporated in the teaching of standard American
> English and literacy within elementary schools in this country is used in a
> way that teachers can determine a student's reading abilities and
> potentialities through close observation of a student's reading processes.
> Before a running record can be implemented, the teacher or instructor first
> must decipher the probable reading level of a particular student.  For
> instance, the teacher must select a book that the student will easily be able
> to read along with selecting two other books that may be more challenging to
> this same student. Students must read 50 words within each of the three books.
> To correspond the running record in accordance with the student's reading, the
> teacher must listen closely and observe, paying strict attention to the
> student's substitution or replacement of words, repetition of words, omission
> of words, pronunciation and/or mispronunciation of words, and number of
> self-corrections the student makes during their reading.  Once the student is
> finished reading 50 words within all three selected books, the teacher must
> add up all of the student's errors.  The book in which the student made no
> less than five errors is selected for appropriate reading in terms of a
> substantiated reading level since it presents more of a challenge.  However, a
> book in which a student makes more than five errors is considered too
> difficult for the student to read or comprehend.  I brought this up because in
> a standard English or literacy class in grades K-12, a student can be placed
> within a specific reading level or group and is given reading material in
> accordance with that particular reading or grade level, as it pertains to a
> balanced literacy model in adherence with the curricular standards of a
> running record.  Students are given reading material that is slightly more
> challenging in order to assist these students in mastering the English
> language.  Once students have mastered the English language and have acquired
> appropriate English reading skills, they will be able to read books that are
> several reading or grade levels above their current reading performance level.
> Can a running record such as the one I have previousy described be applied
> within an adult literacy program for ESL students?  Instead of using grocery
> store fliers, electricity bills, and immigration documents, can literature be
> incorporated in an adult literacy program for ESL students?
> 
>  
> 
> 3. In the research study discussed in the article "Instruction, Language, and
> Literacy: What Works Study for Adult ESL Literacy Students, the BEST Oral
> Interview was incorporated in measuring listening comprehension,
> communication, and fluency.  In the footnote of that same research study, it
> states that the BEST Oral Interview also includes measures of pronunciation
> and a reading and writing score which were not used in the study.  I would
> actually like to know more about those measures of pronunciation, reading, and
> writing, and how they are assessed in determining a student's perfomance
> level.  Recently, I completed a training session for both print-based and the
> computer-adaptive BEST PLUS software program which measures the same items
> that were measured in the research study 1)listening comprehension, 2)
> language complexity or fluency, and 3) communication.  When I completed the
> training session in BEST PLUS there was no mention of scoring for
> pronunciation, reading, or writing.  Also, I wanted to know if these
> measurements had been included in your research study, would it have any
> effect on the students' performance levels quantitatively? Also would it have
> any statistical significance whatsoever in this particular research study if
> these variables had been taken into consideration when the BEST Oral Interview
> was administered?
>   
> 
> 
> Need Mail bonding?
> Go to the Yahoo! Mail Q&A
> <http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTEwOARfc
> wMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&amp;sid=39654
> 6091>  for great tips from Yahoo! Answers
> <http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTEwOARfc
> wMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&amp;sid=39654
> 6091>  users.
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics

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From LCondelli at air.org  Tue Apr 10 10:34:19 2007
From: LCondelli at air.org (Condelli, Larry)
Date: Tue, 10 Apr 2007 10:34:19 -0400
Subject: [SpecialTopics 270] Re: What Works forAdult ESL/ESOL
	StudentsDiscussion Begins Today
In-Reply-To: <4619D483.3070204@comcast.net>
Message-ID: <E9590ED2EF3FB24390F8D057513655B25308C1@dc1ex03.air.org>

Hi Everyone,

Heide and I appreciate the opportunity to discuss the What Works Study
with you and I would like to thank David Rosen for inviting us.

The Works Study was the first large empirical study that examined
instruction for adult ESL literacy learners.  These learners face
considerable challenges as they must learn literacy and English and
adapt to a new culture, all at the same time.  Teachers face many issues
in trying to help these learners and the What Works study's goal was to
both describe what was being done nationally in adult ESL literacy
classes and what might be effective in helping these learners acquire
English language and literacy skills.  Since we started the study, these
issues have become even more important as it appears recent immigrants
have lower literacy skills and literacy level learners are now spread
all over the country.

Below is a one page summary of the study and the main findings related
to instruction for those who are unfamiliar with the study or have not
had time to read the longer reports.  

Two aspects of What Works are significant to me (and I think Heide would
agree). First, it confirms the professional wisdom about the importance
of making instructional meaningful to learners by tying language and
literacy concepts to real-life challenges learners face.  It also
emphasizes the need for learners to be active in the learning process
and have the opportunity to practice what they had learned.  The study
also suggested the value of judicious use of native language in
instruction (which Heide has discussed in a separate e-mail in detail).
On the methodology side, the study illustrates the power of a mixed
design, where both qualitative and quantitative methods are combined to
provide a richer description of "what works" than either method can do
alone (as we discuss in detail in our "Real World" paper).  I look
forward responding to your questions.
************************************************************************
*********************
Summary of the What Works Study for Adult ESL Literacy Students

The purpose of the "What Works" Study for Adult ESL Literacy Students
was to identify ways in which adult ESL teachers can provide effective
instruction to improve the English language and literacy skills of ESL
students who have little or no literacy in their native language
(literacy level students).  

Our research team studied 38 adult ESL literacy classes from 13 programs
in seven states over two years and included 495 students. Although there
were more than 30 languages spoken among our students, about two-thirds
were Spanish speakers and a substantial portion of students came from
formerly non-literate cultures, including Somalia (10 percent), and
Hmong-speakers from Laos (8 percent). The average age of students in the
study was 40; they were 72% female and had an average of 3.1 years of
schooling in their home country.  

We followed these students from the time of entry into class for nine
months and also observed each class an average of nine times to measure
classroom instruction that we could relate to student learning. We used
an observation guide that allowed us to quantify the instructional
activities through which we created two types of quantitative measures:
instructional emphasis and instructional strategies measures.
Instructional emphasis, describes the content of the instruction in
terms of the language or literacy focus.  For example, we had measures
for a focus on literacy development, oral English and functional skills.
Instructional strategies were the activities teachers used to organize
and teach the lesson.  These included strategies such as giving students
opportunities to practice what they had learned, interact with other
students, using real-life materials in instruction, and using the
students' native language to explain key concepts or answer questions
when comprehension was a problem.

We measured students' English language and literacy development with a
battery of standardized and non-standardized measured reading, writing,
speaking, and listening tests: the BEST, Woodcock-Johnson Reading
Battery, A-LAS writing test and an authentic reading demonstration.

The following were found effective in improving literacy and language
gains 

*	Use of authentic materials and activities drawn from everyday
life from outside the classroom. 
*	Use of a combination of strategies that included both language
practice and opportunities for spontaneous communication. 
*	Use of native language (Spanish) occasionally to explain
concepts and assignments and allowing students to ask questions in
Spanish. 

The research suggests that literacy students are well-served by programs
that use authentic materials and make connections between classrooms and
community that reflect adult needs and interests. Instruction that
focuses on helping students understand how literacy works, see patterns
in the language, builds print awareness and print skills, and provides
for meaningful practice also helps learners succeed.  Teachers also can
aid learning through strategic use of the native language to aid in
comprehension.
 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Monday, April 09, 2007 1:52 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 259] What Works forAdult ESL/ESOL
StudentsDiscussion Begins Today

Good day colleagues,

I would like to welcome Dr. Heide Spruck Wrigley and Dr. Larry Condelli,
authors of the "What Works for Adult ESL Students" study. They will be
our guests this week as we learn about and discuss this important study.

We have received a few questions already, and I will post them today.  I
hope that you will send your questions and comments today, and
throughout the week, and that we will have a good discussion about the
study.

I would like to begin by asking Heide and Larry to describe the major
findings of the study and to put the study in context of research on
adult ESL/ESOL and especially literacy.  Why is this an important study
for adult ESL/ESOL and perhaps for the wider fields of ESL/ESOL and
literacy education?

Everyone: to contribute a question or comment, or to add to the
discussion, please e-mail your message to specialtopics at nifl.gov.

Thanks.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From bodman at ucc.edu  Tue Apr 10 11:41:33 2007
From: bodman at ucc.edu (bodman at ucc.edu)
Date: Tue, 10 Apr 2007 11:41:33 -0400
Subject: [SpecialTopics 271]  What Works for Adult ESL Students
Message-ID: <0B0452957464164FABAE0458855AF583014DD438@crexc02.campus.ucc.edu>

How significant was your final finding--the use of the native language
in the classroom?  What can substitute if the class is not homogeneous?
 
Jean Bodman
bodman at ucc.edu
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From LCondelli at air.org  Tue Apr 10 12:20:37 2007
From: LCondelli at air.org (Condelli, Larry)
Date: Tue, 10 Apr 2007 12:20:37 -0400
Subject: [SpecialTopics 272] Re: judicious use of the first language- Part 2
	-L1 writing
In-Reply-To: <FC296284F724334392D3C7D22CC4F2211709AB@ntxbeus09.exchange.xchg>
Message-ID: <E9590ED2EF3FB24390F8D057513655B25308C3@dc1ex03.air.org>

Eileen,
 
Heide has already responded to some of your more substantive questions
but here's just a quick reply to your question #3 regarding the
pronunciation and writing scores on the BEST that we did not use in the
study.  
 
We used the old BEST (not BEST Plus which was not yet developed) in the
study.  On that older test, the scorer can rate students pronunciation
and writing, the latter based on how well the student completed
identifying information (name, etc.) on the test booklet.  BEST Plus
does not have such measures.  Because pronunciation was not a focus of
the study and it is difficult to train raters to score it reliably, we
simply did not score it.  Because we already had a more comprehensive
reading and writing test, we did not score those aspects of the BEST
Plus either.
 
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Cameron Eileen
Sent: Friday, April 06, 2007 12:40 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 260] Three Questions Regarding Research Articles
andRelated Topics in ESOL Instruction
 
1. In the article "National Center for the Study of Adult Learning and
Literacy: A Conversation With FOB... What Works for Adult ESL Students,"
it states that ESL students are better able to learn and understand
English when the teacher or instructor of ESL is bilingual, in which
case, the instructor can speak the students' native language or
languages in order to clarify the students' understanding to further
construct meaning.  This statement is also made in the article "Real
World Research: Combining Qualitative and Quantitative Research for
Adult ESL."  However, if a teacher or instructor is not bilingual, and
they want to improve ESL students' written proficiency levels, should
the instructor who is fluent only in English be encouraged to permit his
or her ESL students to first write an essay or paragraph, depending upon
the written assignment, within the student's own native language and
then work closely with the student to translate that writing into
English?  Is this a recommended form of instruction?  For one thing,
allowing ESL students to write within their native languages helps the
instructor familiarize themselves with languages that may be foreign to
them.  This can also help the student translate and interpret their own
native language and correspond their thoughts and ideas within a
contextualized English language.  This can permit ESL students to
demonstrate writing that displays clearer contextualized meanings.  It
also allows ESL students to demonstrate a complexity of thoughts and
ideas as well as express critical, analytical thinking skills within
written English, especially those ESL students who struggle with written
English in terms of writing incoherent sentences or clauses, or students
who write mere phrases or simple sentences with incorrect word choice
and improper use of grammar.  The article, "Real World Research," states
"English learners who, for example, have good higher order reading
strategies in their own language cannot call on those strategies to help
them understand English texts until their understanding of English
vocabulary and syntax are good enough to understand basic sentences and
expressions."  Can this same principle be applied to ESL students'
written English? 
 
2. The article "Real World Research: Combining Qualitative and
Quantitative Research for Adult ESL" briefly refers to the codings of a
running record.  A running record that is incorporated in the teaching
of standard American English and literacy within elementary schools in
this country is used in a way that teachers can determine a student's
reading abilities and potentialities through close observation of a
student's reading processes.  Before a running record can be
implemented, the teacher or instructor first must decipher the probable
reading level of a particular student.  For instance, the teacher must
select a book that the student will easily be able to read along with
selecting two other books that may be more challenging to this same
student.  Students must read 50 words within each of the three books.
To correspond the running record in accordance with the student's
reading, the teacher must listen closely and observe, paying strict
attention to the student's substitution or replacement of words,
repetition of words, omission of words, pronunciation and/or
mispronunciation of words, and number of self-corrections the student
makes during their reading.  Once the student is finished reading 50
words within all three selected books, the teacher must add up all of
the student's errors.  The book in which the student made no less than
five errors is selected for appropriate reading in terms of a
substantiated reading level since it presents more of a challenge.
However, a book in which a student makes more than five errors is
considered too difficult for the student to read or comprehend.  I
brought this up because in a standard English or literacy class in
grades K-12, a student can be placed within a specific reading level or
group and is given reading material in accordance with that particular
reading or grade level, as it pertains to a balanced literacy model in
adherence with the curricular standards of a running record.  Students
are given reading material that is slightly more challenging in order to
assist these students in mastering the English language.  Once students
have mastered the English language and have acquired appropriate English
reading skills, they will be able to read books that are several reading
or grade levels above their current reading performance level.  Can a
running record such as the one I have previousy described be applied
within an adult literacy program for ESL students?  Instead of using
grocery store fliers, electricity bills, and immigration documents, can
literature be incorporated in an adult literacy program for ESL
students?
 
3. In the research study discussed in the article "Instruction,
Language, and Literacy: What Works Study for Adult ESL Literacy
Students, the BEST Oral Interview was incorporated in measuring
listening comprehension, communication, and fluency.  In the footnote of
that same research study, it states that the BEST Oral Interview also
includes measures of pronunciation and a reading and writing score which
were not used in the study.  I would actually like to know more about
those measures of pronunciation, reading, and writing, and how they are
assessed in determining a student's perfomance level.  Recently, I
completed a training session for both print-based and the
computer-adaptive BEST PLUS software program which measures the same
items that were measured in the research study 1)listening
comprehension, 2) language complexity or fluency, and 3) communication.
When I completed the training session in BEST PLUS there was no mention
of scoring for pronunciation, reading, or writing.  Also, I wanted to
know if these measurements had been included in your research study,
would it have any effect on the students' performance levels
quantitatively? Also would it have any statistical significance
whatsoever in this particular research study if these variables had been
taken into consideration when the BEST Oral Interview was administered?

  
________________________________

Need Mail bonding?
Go to the Yahoo! Mail Q&A
<http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTE
wOARfcwMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&s
id=396546091>  for great tips from Yahoo! Answers
<http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTE
wOARfcwMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&s
id=396546091>  users.
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From LCondelli at air.org  Tue Apr 10 12:48:15 2007
From: LCondelli at air.org (Condelli, Larry)
Date: Tue, 10 Apr 2007 12:48:15 -0400
Subject: [SpecialTopics 273] Re: What Works for Adult ESL/ESOL Students Study
In-Reply-To: <461B3158.90009@comcast.net>
Message-ID: <E9590ED2EF3FB24390F8D057513655B25308C4@dc1ex03.air.org>

Hi,
 
David has posed several intriguing questions and has generously given us
the option of responding to them in the order we wish.
 
I will take him up on this and answer the last two on the relationship
between scheduled hours (#13) and reading and the effect of teacher
characteristics on student learning (#14).
 
We used several measures of student persistence and instructional
"intensity" (defined various ways and explained in the complete final
report of the study) in our analysis to examine the effects of these
measures on instruction.  Scheduled hours was simply how many hours per
week the class was scheduled to meet, which ranged from 4 to 20 hours
among our classes.  For measures of reading basic skills, the longer the
scheduled time the less learning.  This is a counter intuitive finding
and difficult to explain because we don't have data to explain it.  We
speculate in the report that this may be due to repetitiveness -- the
class going over and over the same basic reading skills. Perhaps the
students in these classes were bored or already new the concepts being
taught so more of the same did not help them.  However, this is my
speculation, as we did not have the data to examine this.
 
The other finding of longer scheduled hours relating to improvements in
reading comprehension is more what we might expect but we again don't
have the data to explain it.  My guess is the longer classes may have
had more challenging or a broader range of materials and instruction in
reading comprehension that helped students. 
 
Regarding the impact of teachers on student outcomes, as noted in the
report we could not study this because teachers were too much alike --
there was not enough variation in their training, experience and
background for us to compare them (in addition we didn't really have
enough teachers to do the complex quantitative analysis we used).  There
was not a more homogeneous sample because we selected the class to be in
the study, not the teacher.  We simply don't know if teachers with the
characteristics we found are typical of ESL literacy teachers in general
or if this was an anomaly of our classes.  We might have found (and what
we were hoping to find) is whether training in literacy and/or
experience teaching adult ESL literacy students would have a positive
effect on student acquisition of literacy and language. 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Tuesday, April 10, 2007 2:40 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 268] What Works for Adult ESL/ESOL Students
Study

Hello Heide,

Thanks for your replies to the questions posed so far.  I hope we will
have lots more questions from subscribers to this discussion, including
follow-up questions and comments. I have a bunch of questions that
you'll find below, mostly my own, but also some that people have sent me
to post.  I have organized the questions by article rather than by topic
area, but please feel free to address them in any order that makes sense
to you and over the course of the week if you like. They are addressed
to both you and Larry.

Here are the questions:

1.	From your perspectives, what are the most important and
interesting findings of the study? 
2.	In the Real World Research article, you write "Indeed,
scientific research combined with professional wisdom is the definition
of "evidence-based research" put forth by the research branch of the
U.S. Department of Education.<!--[if
!supportFootnotes]-->[1]<!--[endif]-->  Does the U.S. Department of
Education have a definition of "professional wisdom" specifically,
"professional wisdom in adult literacy education"? Do you have a
definition that _you_ prefer? 
3.	In the Real World Research article you write "we found that the
teachers in our study we[re] not trained in teaching literacy.  They
were mostly using the materials and methods that they would normally use
in regular ESL classes aimed at more literate students." From your
experience is this typical of adult ESL/ESOL practice in the U.S., and
if so, what needs to be done about it? 
4.	Do you know of ESL/ESOL studies (completed or planned) which
(will) look at how students acquire literacy (or language) learning from
experiences outside of class? 
5.	In the Real World Research article, you wrote "It is worth
noting that we found only two studies [ of the 17 studies of literacy
interventions] that used adult ESL students ....Thus, the effects of
literacy interventions on literacy and language development among adult
ESL learners lacks a research base ...." Are you aware of any other
efforts that are planned to address this lack of research on ESL
literacy? 
6.	In the Real World Research article, you wrote "Given that adult
immigrants and refugees come to classes to learn the skills needed in
the community and at work, and given that only a few hours of classes
are offered in a week, an approach that connects classroom learning with
the community and encourages language and literacy use outside of school
shows a great deal of promise." You have given some examples in the
article. Can you review those here and  give additional examples of how
ESL/ESOL teachers could connect classroom learning with the community to
use language and literacy outside of school? 
7.	In the Real World Research article, you wrote "Video, or
multimedia containing video, shows particular promise for language
instruction, since language and content are presented in a variety of
modalities (visual, auditory, text based) that reinforce each other. As
such, they offer an immediate context for language learning that is not
print dependent and allows for varied inputs in terms of language
variation (regional accents and foreign dialects), as well as variation
in the speed of discourse, thus allowing for increases in listening
comprehension and understanding of the pronunciation of American
English. In addition, skill and drill software" Could you elaborate? Can
you give us some examples of effective and creative uses of video or
multimedia used for language and literacy learning? 
8.	In the Real World Research article, you wrote "Since distance
learning is often problematic for non-traditional learners with low
levels of skills and little experience with technology, a model that
integrates multimedia with classroom teaching might have greater success
than distance learning models, at least for students at the very
beginning levels of English proficiency. Such a model could also include
language learning tasks designed to help students learn on their own
from TV, video, and film, thereby possibly increasing both language
skills and language awareness. We find this an option worth
considering." Are you - or is anyone - aware of work being done to help
students learn on their own from TV, video and film? 
9.	In the Real World Research article, you wrote "The results of
studies that look at the relationship between strategy-based teaching
and reading comprehension look promising, as do the studies that have
examined the effects of extended reading on general reading skills and
vocabulary acquisition in particular. This latter approach has been
successful with both L1 and L2 readers (Day and Bamford, 1998; Pilgreen
and Krashen, 1993).  However, both approaches assume at least an
intermediate level of English proficiency." Can you elaborate on the
relationship between strategy-based teaching and reading comprehension?
What is strategy-based teaching? 
10.	In the Real World Research article, you wrote "Case studies of
individual programs that use technology creatively and show high rates
of success in terms of student outcomes can help provide explanations as
to why technology might be worth considering in research and practice.
The Socorro Family Literacy Program near El Paso on the U.S.-Mexico
border, for example, has adopted a model that asks learners to work in
teams and create projects with technologies such as PowerPoint or
video.<!--[if !supportFootnotes]-->[2]<!--[endif]-->  Each year the
students are part of a showcase where they present their finished
projects to an English speaking audience consisting of other students,
parents, school administrators and community members such as social
workers and officials from the Workforce Board. Investigations into the
effect of innovative approaches to technology integration can offer
insights into what it takes to engage learners and help us see the
difference in learning that occurs when adult literacy is used for real
world purposes beyond the classroom. " Can you tell us more about the
Socorro Family Literacy Program model? 
11.	A key recommendation laid out in the Real World Research article
is this: "A direct literacy teaching intervention we envision would
target skills and strategies found to be effective in the teaching of
reading and writing, such as creating phonemic awareness, developing
fluency or automaticity, modeling comprehension strategies, increasing
vocabulary, and fostering writing skills.The point of such an
intervention would not be to change teaching to a phonics based approach
(and make ESL teachers "phonicators") but to find ways to integrate the
teaching of basic literacy skills into an ESL curriculum so that
non-literate or low literate students get a chance to develop the skills
that they have not had the chance to attain in their first language. An
intervention study of this sort would then allow us to see whether an
overt focus on underlying skills associated with reading and writing
will facilitate the literacy acquisition process." The questions is, can
this be done now within existing, limited intensity ESL/ESOL programs,
or do you think this requires expanding the hours of instruction? 
12.	You have proposed testing this hypothesis: "An instructional
program that combines native language literacy and the teaching of oral
communication skills in English will increase both the literacy and
language skills of adults who are not literate in their native language.
Use of the native language as part of ESL instruction is likely to aid
students in the cognitive processing of new information and might result
in greater gains in literacy as well."  This appears to be bucking the
trend of eliminating bilingual education.  Has this been a politically
controversial part of your study? 
13.	In the Tilberg presentation, you write "Class Variables. The
only class variable related to growth in basic reading skills was the
length of the scheduled hours per week of class meeting time.  Students
in classes with longer scheduled hours showed less growth than students
in classes with fewer scheduled hours.  Other things being equal,
including students' attendance and persistence, the longer the class's
weekly scheduled meeting hours, the slower the rate of students'
learning in basic reading skills."  However, later you write "The
scheduled length of class in hours per week was also related to positive
growth in reading comprehension.  Students in class with more scheduled
hours per week had more growth in reading comprehension". Could you
comment on the meaning of these two findings?  What exactly does "longer
scheduled hours" mean, and given that it is positively related to growth
in basic reading skills, but negatively related to reading
comprehension, how should this variable be treated in the design of
ESL/ESOL class schedules? 
14.	In the Tilberg presentation, you write "We also looked at
whether teacher background and training had an effect on adult ESL
literacy student learning.  We found that no teacher variables were
related to any of the student outcome measures used in the study.
However, the 38 teachers in the study were relatively homogeneous.  They
were generally new, inexperienced teachers and although well
credentialed, had little training or professional development in
teaching adult ESL or ESL literacy.  "  Can you tell us why there was
not a more hetereogeneous sample of teachers, and what differences you
think that that might have made in the study? 

<!--[if !supportFootnotes]-->

________________________________

<!--[endif]--> 

<!--[if !supportFootnotes]-->[1]<!--[endif]--> Whitehurst, G. (2002).
Evidence-Based Education.  U.S. Department of Education.

<!--[if !supportFootnotes]-->[2]<!--[endif]--> For a fuller description
see Wrigley, H. S. (forthcoming).  Research in Action: Teachers,
Projects and High End Technologies, Texas Center for the Advancement of
Adult Literacy and Learning.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From heide at literacywork.com  Tue Apr 10 19:50:29 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Tue, 10 Apr 2007 19:50:29 -0400
Subject: [SpecialTopics 274] Re: giving students a chance to think about
	writing and play with language
In-Reply-To: <C240FF5D.24AD%Elsa.Auerbach@umb.edu>
Message-ID: <FC296284F724334392D3C7D22CC4F22119EB9F@ntxbeus09.exchange.xchg>

Hi, Elsa 
 
That makes total sense to me - to explore different ways of telling the
story (orally, in L1, through pictures) before committing oneself to
writing.  I think, as a rule, we give way too little time to preparation
when we ask students to write.  Most of us tend to write much richer
pieces when we have been given a chance to think things through, talk
with others about it, and have a good idea of what a final product might
look like. 
 
As ESL teachers we often see writing preparation and sharing models as
stifling students' creativity, but it is really difficult to be creative
in a language you don't yet understand. If we don't show students what
we mean by vivid language and voice and, how will they develop the kind
of writing that engages a reader?  We cannot wait, I think, until we get
to a GED class to talk about the power of writing and how to create
powerful writing.  Why not start early on with simple poetry, rather
than with those deadly little formulaic paragraphs we often see. 
 
One time I saw a very short piece written by a student that used the
basic structure of "my name is... I am from..." but at the end of her
paragraph, she wrote "that's all!"  and that little phrase allowed her
to come through as a person who could have fun with writing. 
 
More on grammar and study findings in the morning. Keep your questions
and comments coming 
 
Heide 
 
 
 
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Elsa Auerbach
Sent: Tuesday, April 10, 2007 6:46 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 269] Re: judicious use of the native language -
Part 3 - translation and writing in L1
 
A little anecdotal evidence here: I remember Paulo Freire once telling a
story about his daughter's teaching (I'm not totally sure I'm getting
this right).  She found that if students are allowed to write in their
first language first (to develop their ideas, to figure out what they
think, to write their way towards understanding) and THEN write in the
second language (without translating, but having already explored their
ideas), their L2 writing was much richer and more developed than texts
written 'cold' in their L2.  This implies NOT translating, but using L1
almost as a way in to L2 writing. Elsa

On 4/9/07 10:34 PM, "Wrigley, Heide" <heide at literacywork.com> wrote:
Although the study did not address issues of having students write in L1
and then translate, here are a couple of thoughts (mine only)
 
Translation has long been used in other countries to build language
skills. Since the advent of the communicative approach to language
teaching it has become out of favor. Translation workshops where
students take work that they have created or other texts written in L1
and then render them in English can be an excellent way to build
language awareness and put language skills to use. Promising are
approaches that engage students in translating brochures or other texts
for a real audience, such as offering to translate a menu for a
restaurant or a brochure for a local business.  "Backward translations"
are a must in these cases. 
 
Workshops focused on translation are most appropriate for intermediate
levels on up where students have the English skills necessary to
translate more complex concepts and sophisticated language. 
 
I'm reluctant to endorse having students write in the native language
and then translate in beginning literacy classes - at that level,
students tend to think that there is a one to one relationship between
L1 words, phrases and structures and their L2 equivalents, and the
translations tend to be both awkward and highly ungrammatical.  In
addition, we don't want students to overly rely on translation but move
them toward thinking in the target language. 
 
You do, however, make a very good point in terms of helping students to
organize their ideas and think about what they want to say before asking
them to write in English. This can be done in a number of ways. Here are
some tips for teachers: 
 
1.	Introduce writing by using oral language first. Help students to
compose the text orally, whether it is a story, a description, or a
process. Make sure students have the language they need. 
2.	Connect oral language with writing through models such as the
Language Experience Approach where the connections are obvious since
students talk, read and write together as a group 
3.	Model what you want students to do in writing by giving an oral
example (if you do it in writing, your students tend to copy what you
said) 
4.	Dictate a few sentences that model what you want students to
write that way they get practice in putting pen to paper without having
to compose something from scratch (some may still copy but that's also
writing practice and they may not be ready to write on their own) 
5.	Allow students to think about and talk about their ideas in L1
or L2 before you ask them to write. - that process activates background
knowledge and facilitates the composing process.  In the beginning
levels, let students know what they will be writing about over the next
few days - that's not cheating, that's giving your students a fighting
chance 
6.	Invite students to draw a picture as a starting point, again
giving them a chance to compose a story mentally before engaging in
combat with vocabulary, grammar and spelling. Students can create a
snapshot of a scene, create a strip story a la Chalk Talks, or  draw an
item, for example. 

It's late - back to the study tomorrow 
 
Heide
 
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
<mailto:specialtopics-bounces at nifl.gov%5d>  On Behalf Of Cameron Eileen
Sent: Friday, April 06, 2007 12:40 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 260] Three Questions Regarding Research Articles
andRelated Topics in ESOL Instruction

1. In the article "National Center for the Study of Adult Learning and
Literacy: A Conversation With FOB... What Works for Adult ESL Students,"
it states that ESL students are better able to learn and understand
English when the teacher or instructor of ESL is bilingual, in which
case, the instructor can speak the students' native language or
languages in order to clarify the students' understanding to further
construct meaning.  This statement is also made in the article "Real
World Research: Combining Qualitative and Quantitative Research for
Adult ESL." However, if a teacher or instructor is not bilingual, and
they want to improve ESL students' written proficiency levels, should
the instructor who is fluent only in English be encouraged to permit his
or her ESL students to first write an essay or paragraph, depending upon
the written assignment, within the student's own native language and
then work closely with the student to translate that writing into
English?  Is this a recommended form of instruction?  For one thing,
allowing ESL students to write within their native languages helps the
instructor familiarize themselves with languages that may be foreign to
them.  This can also help the student translate and interpret their own
native language and correspond their thoughts and ideas within a
contextualized English language.  This can permit ESL students to
demonstrate writing that displays clearer contextualized meanings.  It
also allows ESL students to demonstrate a complexity of thoughts and
ideas as well as express critical, analytical thinking skills within
written English, especially those ESL students who struggle with written
English in terms of writing incoherent sentences or clauses, or students
who write mere phrases or simple sentences with incorrect word choice
and improper use of grammar.  The article, "Real World Research," states
"English learners who, for example, have good higher order reading
strategies in their own language cannot call on those strategies to help
them understand English texts until their understanding of English
vocabulary and syntax are good enough to understand basic sentences and
expressions."  Can this same principle be applied to ESL students'
written English? 

2. The article "Real World Research: Combining Qualitative and
Quantitative Research for Adult ESL" briefly refers to the codings of a
running record.  A running record that is incorporated in the teaching
of standard American English and literacy within elementary schools in
this country is used in a way that teachers can determine a student's
reading abilities and potentialities through close observation of a
student's reading processes.  Before a running record can be
implemented, the teacher or instructor first must decipher the probable
reading level of a particular student.  For instance, the teacher must
select a book that the student will easily be able to read along with
selecting two other books that may be more challenging to this same
student. Students must read 50 words within each of the three books.  To
correspond the running record in accordance with the student's reading,
the teacher must listen closely and observe, paying strict attention to
the student's substitution or replacement of words, repetition of words,
omission of words, pronunciation and/or mispronunciation of words, and
number of self-corrections the student makes during their reading.  Once
the student is finished reading 50 words within all three selected
books, the teacher must add up all of the student's errors.  The book in
which the student made no less than five errors is selected for
appropriate reading in terms of a substantiated reading level since it
presents more of a challenge.  However, a book in which a student makes
more than five errors is considered too difficult for the student to
read or comprehend.  I brought this up because in a standard English or
literacy class in grades K-12, a student can be placed within a specific
reading level or group and is given reading material in accordance with
that particular reading or grade level, as it pertains to a balanced
literacy model in adherence with the curricular standards of a running
record.  Students are given reading material that is slightly more
challenging in order to assist these students in mastering the English
language.  Once students have mastered the English language and have
acquired appropriate English reading skills, they will be able to read
books that are several reading or grade levels above their current
reading performance level.  Can a running record such as the one I have
previousy described be applied within an adult literacy program for ESL
students?  Instead of using grocery store fliers, electricity bills, and
immigration documents, can literature be incorporated in an adult
literacy program for ESL students?

3. In the research study discussed in the article "Instruction,
Language, and Literacy: What Works Study for Adult ESL Literacy
Students, the BEST Oral Interview was incorporated in measuring
listening comprehension, communication, and fluency.  In the footnote of
that same research study, it states that the BEST Oral Interview also
includes measures of pronunciation and a reading and writing score which
were not used in the study.  I would actually like to know more about
those measures of pronunciation, reading, and writing, and how they are
assessed in determining a student's perfomance level.  Recently, I
completed a training session for both print-based and the
computer-adaptive BEST PLUS software program which measures the same
items that were measured in the research study 1)listening
comprehension, 2) language complexity or fluency, and 3) communication.
When I completed the training session in BEST PLUS there was no mention
of scoring for pronunciation, reading, or writing.  Also, I wanted to
know if these measurements had been included in your research study,
would it have any effect on the students' performance levels
quantitatively? Also would it have any statistical significance
whatsoever in this particular research study if these variables had been
taken into consideration when the BEST Oral Interview was administered?

  
________________________________

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From paconni at yahoo.com  Tue Apr 10 22:25:49 2007
From: paconni at yahoo.com (Pedro Contreras)
Date: Wed, 11 Apr 2007 04:25:49 +0200 (CEST)
Subject: [SpecialTopics 275] Re: (no subject)
In-Reply-To: <003601c774d3$2fd81400$6401a8c0@upmaster>
Message-ID: <642137.5046.qm@web52802.mail.re2.yahoo.com>

Cheryl:
We at American Hispanic School, deliver the ADULT HIGH
SCHOOL COMPLETION, a non-public, instructional,
bilingual program.
70% of our students understand only Spanish: SO, we
print all the curriculum with 1 paragraph in Spanish
and next paragraph in English.
They are free to read at classrooom in their prefered
language.
The Independent study assignement must be handwritted
in both lenguages.

They enjoy the mistakes, make fun correcting each
other, but UNDERSTAND AND BECOME FAMILIAR WITH THEIR
GAIN IN THE SECOND LANGUAGE.

We apply EFF standards: 
1: Read with undertanding: highlight the subjects, and
the verbs. MAinly, must explain, what the subject said
or did.
2.Practice the lecture in public, with the respect
from their peers, but don't fear to mistake: they fix
it.
3. They also learn to use math. permanently.
Calculators are permited.

At the end, they have not learned the second language
at all: but understand and have an academic
foundation.

Finally: teacher mission is not to teach: is to help
them to understand, learn in any language ( spanglish
probably- . Teacher kindly correct them and allow them
to make as many new assignments as necessary.

We love so much, to be "professors".

Besta regards

Professor Contreras
Email:director at ahs-diploma.com
--- cheryl gentry <c-gentry at cox.net> escribi?:

> I teach GED at CRC...a prison in Norco, Calif. I
> have many students who grew up speaking Spanish in
> the home and have difficulty with English grammar.
> Are there any special tricks?>
-------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics

From iceberg900 at hotmail.com  Wed Apr 11 09:58:34 2007
From: iceberg900 at hotmail.com (Ellen Berg)
Date: Wed, 11 Apr 2007 09:58:34 -0400
Subject: [SpecialTopics 276] Re: giving students a chance to think
 aboutwriting and play with language
In-Reply-To: <FC296284F724334392D3C7D22CC4F22119EB9F@ntxbeus09.exchange.xchg>
Message-ID: <BAY132-F193A3E4475325D86736DC8B5F0@phx.gbl>

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From djrosen at comcast.net  Wed Apr 11 14:24:22 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 11 Apr 2007 14:24:22 -0400
Subject: [SpecialTopics 277]  New subscribers
Message-ID: <461D27D6.8020806@comcast.net>

Colleagues who have newly subscribed,

Our discussion with Heide Spruck Wrigley and Larry Condelli on the What 
Works for Adult ESL/ESOL Students study began on Monday, April 9th.  To 
catch up you can read posted messages at :

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

To post a question or comment on the discussion, please send it to:

specialtopics at nifl.gov

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net
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From jhartel at CambridgeMA.GOV  Wed Apr 11 14:48:40 2007
From: jhartel at CambridgeMA.GOV (Hartel, Joanne)
Date: Wed, 11 Apr 2007 14:48:40 -0400
Subject: [SpecialTopics 278] [Special Topics] What Works Study for Adult ESL
	Literacy Students
Message-ID: <42393C9DA7930245AB540667607F4F5049D8C0@spike.city>

I work at a a community-based adult education program.  We run two levels of ESL literacy classes, one for beginning speakers who may not be literate in their native languages or in English (although some in this level can read and write in a non-Roman alphabet.)  The other literacy class is for students who know the alphabet and can read very simple text. Both classes work with written material that is controlled for useful, every day vocabulary, length of sentences, and grammar.  In both levels, it is typical for students to be  better at reading than at writing.  We use a combination of a structured approach, including phonics, and more traditional ESL approaches that include listening and speaking activities. The students come from many different countries, including Haiti, Eritrea, Ethiopia, Nepal, and some Central American countries. I have two questions: 

1. I don't know of any standardized reading assessments for low level ESOL students.  I think the Woodcock-Johnson Basic Reading Skills Tests were developed for native speakers of English.  Was the comprehension subtest controlled for vocabulary that would be unfamiliar to someone who is a beginning speaker? In my experience teaching ESL literacy, ESOL students do not do well with nonsense words because they can't relate or get any meaning from them.  Also it is difficult for the test administrator to judge correct pronunciation of words and separate out issues due to second language interference.

2. I've always had difficulty using authentic materials with beginning literacy students.  Can you suggest ways to use them without simplifying them so much that they don't resemble the real thing? 

Thanks for all of your work.  I think this will be very useful to the field. 

From LCondelli at air.org  Wed Apr 11 15:11:34 2007
From: LCondelli at air.org (Condelli, Larry)
Date: Wed, 11 Apr 2007 15:11:34 -0400
Subject: [SpecialTopics 279] Re: [Special Topics] What Works Study for Adult
	ESLLiteracy Students
In-Reply-To: <42393C9DA7930245AB540667607F4F5049D8C0@spike.city>
Message-ID: <E9590ED2EF3FB24390F8D057513655B25308EA@dc1ex03.air.org>

Hi Joanne,

I can answer #1, I'll leave it to Heide to answer #2.

Yes, it is true that the Wookcock was deisgned for native speakers.  As
you know, there really are very few reading tests for low-literate ESOL
students and we picked Woodcock after a comprehensive review and pilot
test of  several reading assessments. It's advantage was that it goes to
quite a low level and assesses the reading subskills that are important
to assess at the literacy level.  In the end, it worked better than we
expected.  The problem students had was with the synononym-antonym
subtest (they had no idea what we were asking them to do).  Most
actually did fairly well on the nonsense words, especially Spanish
speakers from Mexico who had a couple of years of schooling -- and we
did find differential effects on this subtest.

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Hartel, Joanne
Sent: Wednesday, April 11, 2007 2:49 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 278] [Special Topics] What Works Study for Adult
ESLLiteracy Students

I work at a a community-based adult education program.  We run two
levels of ESL literacy classes, one for beginning speakers who may not
be literate in their native languages or in English (although some in
this level can read and write in a non-Roman alphabet.)  The other
literacy class is for students who know the alphabet and can read very
simple text. Both classes work with written material that is controlled
for useful, every day vocabulary, length of sentences, and grammar.  In
both levels, it is typical for students to be  better at reading than at
writing.  We use a combination of a structured approach, including
phonics, and more traditional ESL approaches that include listening and
speaking activities. The students come from many different countries,
including Haiti, Eritrea, Ethiopia, Nepal, and some Central American
countries. I have two questions: 

1. I don't know of any standardized reading assessments for low level
ESOL students.  I think the Woodcock-Johnson Basic Reading Skills Tests
were developed for native speakers of English.  Was the comprehension
subtest controlled for vocabulary that would be unfamiliar to someone
who is a beginning speaker? In my experience teaching ESL literacy, ESOL
students do not do well with nonsense words because they can't relate or
get any meaning from them.  Also it is difficult for the test
administrator to judge correct pronunciation of words and separate out
issues due to second language interference.

2. I've always had difficulty using authentic materials with beginning
literacy students.  Can you suggest ways to use them without simplifying
them so much that they don't resemble the real thing? 

Thanks for all of your work.  I think this will be very useful to the
field. 
-------------------------------
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To unsubscribe or change your subscription settings, please go to
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From heide at literacywork.com  Wed Apr 11 20:13:46 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Wed, 11 Apr 2007 20:13:46 -0400
Subject: [SpecialTopics 280]  special topics - thinking, talking,
	writing and "unpacking" cultural language
In-Reply-To: <BAY132-F193A3E4475325D86736DC8B5F0@phx.gbl>
Message-ID: <FC296284F724334392D3C7D22CC4F221170EEA@ntxbeus09.exchange.xchg>

Hi, Ellen - thanks so much for jumping in and offering your insights and
experience with your students. It's a great contribution to the
discussion and really highlights the relationship between thinking about
ideas, writing, and culture.  It is always amazing to me how much
cultural knowledge is required to understand basic communication, read
simple texts or comprehend what is going in the news (the Imus story
being a case in point). 
 
I've been using the following sentence as an example of embedded
cultural knowledge "She decided she would rather stay home alone than
participate in her family's Thanksgiving"  My guess is that someone who
grew up in the United States has a much more nuanced interpretation of
that sentence (in terms of the backstory)  than someone who is new to
the U.S.  I talked with a young woman from Moldova yesterday with a PhD
from Princeton who was trying to sort out the phrase "I'm not just
whistling Dixie"  (she knew the Dixie chicks but that didn't help much).

 
Culture (ours, "theirs") really is integral part of language learning
and literacy development. It also shapes our social identities, and we
get thrown off balance as we cross cultural borders and need to navigate
between systems.  It is surprising how little attention we pay to
culture in professional development  (beyond activities around holidays
and multi-cultural potlucks).  Unpacking the euphemisms and
colloquialism that students encounter, while at the same time touching
on issues of racism and stereotyping is really quite a challenge. 
 
In terms of the study, we actually saw very few instances of teachers
dealing with cultural issues in the classes we observed. Most likely,
because these were beginning level ESL students and it's difficult to
"discuss" cultural issues when you don't yet have much English. 
 
I wonder how some of the other practitioners out there are making
cultural concepts accessible to students or teach toward cross-cultural
competence, particularly at the lower levels. 
 
By the way, one reason I like the special topics is that it is a
"sheltered discussion" where participants don't have to worry about
being attacked or having their views dismissed (at least I hope that's
right).  So I'd like to invite others who may be a bit reluctant to
share their experiences as well. 
 
Oh, and very interesting point, Ellen, about introducing structure after
students have started to write, rather than before 
 
Soon more 
 
Heide
 
 
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Ellen Berg
Sent: Wednesday, April 11, 2007 7:59 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 276] Re: giving students a chance to think
aboutwriting and play with language
 
Heidi - I'm a volunteer that teaches GED in a correctional setting - I
get the students starting to write from the very start (right at the
intake).  I am not a trained professional in this field but seem to have
success with getting the students to write.  I get ones who "hate it" or
"I can't do it" from the onset but enjoy it, and succeed at writing a
somewhat interesting paragraph, at the end.  I mostly emplore them to
write about themselves using a particular issue.  I spend a lot of time
talking with them, provoking thought about different issues, how the
issue might apply to them or their family or their friends.  Once I get
them comfortable in the talking stage, I then have them start to put the
words to paper and show them simple things to do to improve on what it
is they are trying to say.  I could go on and on but I think you catch
the drift.  With a student from Africa who did not understand American
culture, and especially black American culture, we had to spend a lot of
time explaining idioms, euphemisms & colloquialisms. 
I guess my main point is, it seems that I have to do a lot of work on
the verbal end before they master the writing part.  Once they start
putting their thoughts on paper then we slowly start to work on
structure (I even have to work on pennmanship for what is the point of
writing if no one can read it).  The important thing for me is to keep
feeding back what it is that they have written and seeing if I am
interpreting according to what they meant to say and keeping working
forward from this point.  In my experience, teaching them structure from
the onset does not seem to work.  It seems to be a relationship thing
but mostly verbalizing everything seems key to their engagement and
participation.
By the way - I usually participate in your forums from a distance
(reading only to pick up thoughts, ideas and tips).  I actually don't
feel qualified to participate at the level that all of you participate.
I hope my thoughts have made a difference.

Ellen Berg 
Customized Business Services, LLC 
POB 214 
Washington VA 22747-0214 
540-827-4498 (INet Phone) 
540-987-8248 (Home Phone)
 
Be kinder than necessary. Because everyone you meet is fighting some
kind of battle.
Please be aware that e-mail is NOT a secured communication vehicle, and
that others may in certain circumstances be able to view its contents.
As a result, while we are happy to provide this information by e-mail,
we do NOT conduct actual business transactions by e-mail. Please contact
the sender directly if you have any concerns about this message.  
This communication is a confidential and proprietary business
communication. It is intended solely for the use of the designated
recipient(s). If this communication is received in error, please contact
the sender and delete this communication.
	
________________________________

	From: "Wrigley, Heide" <heide at literacywork.com>
	Reply-To: specialtopics at nifl.gov
	To: <specialtopics at nifl.gov>
	Subject: [SpecialTopics 274] Re: giving students a chance to
think aboutwriting and play with language
	Date: Tue, 10 Apr 2007 19:50:29 -0400
	Hi, Elsa 
	 
	That makes total sense to me - to explore different ways of
telling the story (orally, in L1, through pictures) before committing
oneself to writing.  I think, as a rule, we give way too little time to
preparation when we ask students to write.  Most of us tend to write
much richer pieces when we have been given a chance to think things
through, talk with others about it, and have a good idea of what a final
product might look like. 
	 
	As ESL teachers we often see writing preparation and sharing
models as stifling students' creativity, but it is really difficult to
be creative in a language you don't yet understand. If we don't show
students what we mean by vivid language and voice and, how will they
develop the kind of writing that engages a reader?  We cannot wait, I
think, until we get to a GED class to talk about the power of writing
and how to create powerful writing.  Why not start early on with simple
poetry, rather than with those deadly little formulaic paragraphs we
often see. 
	 
	One time I saw a very short piece written by a student that used
the basic structure of "my name is... I am from..." but at the end of
her paragraph, she wrote "that's all!"  and that little phrase allowed
her to come through as a person who could have fun with writing. 
	 
	More on grammar and study findings in the morning. Keep your
questions and comments coming 
	 
	Heide 
	 
	 
	 
	 
	
________________________________

	From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Elsa Auerbach
	Sent: Tuesday, April 10, 2007 6:46 AM
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 269] Re: judicious use of the native
language - Part 3 - translation and writing in L1
	 
	A little anecdotal evidence here: I remember Paulo Freire once
telling a story about his daughter's teaching (I'm not totally sure I'm
getting this right).  She found that if students are allowed to write in
their first language first (to develop their ideas, to figure out what
they think, to write their way towards understanding) and THEN write in
the second language (without translating, but having already explored
their ideas), their L2 writing was much richer and more developed than
texts written 'cold' in their L2.  This implies NOT translating, but
using L1 almost as a way in to L2 writing. Elsa
	
	
	On 4/9/07 10:34 PM, "Wrigley, Heide" <heide at literacywork.com>
wrote:
	Although the study did not address issues of having students
write in L1 and then translate, here are a couple of thoughts (mine
only)
	 
	Translation has long been used in other countries to build
language skills. Since the advent of the communicative approach to
language teaching it has become out of favor. Translation workshops
where students take work that they have created or other texts written
in L1 and then render them in English can be an excellent way to build
language awareness and put language skills to use. Promising are
approaches that engage students in translating brochures or other texts
for a real audience, such as offering to translate a menu for a
restaurant or a brochure for a local business.  "Backward translations"
are a must in these cases. 
	 
	Workshops focused on translation are most appropriate for
intermediate levels on up where students have the English skills
necessary to translate more complex concepts and sophisticated language.

	 
	I'm reluctant to endorse having students write in the native
language and then translate in beginning literacy classes - at that
level, students tend to think that there is a one to one relationship
between L1 words, phrases and structures and their L2 equivalents, and
the translations tend to be both awkward and highly ungrammatical.  In
addition, we don't want students to overly rely on translation but move
them toward thinking in the target language. 
	 
	You do, however, make a very good point in terms of helping
students to organize their ideas and think about what they want to say
before asking them to write in English. This can be done in a number of
ways. Here are some tips for teachers: 
	 
	1.	Introduce writing by using oral language first. Help
students to compose the text orally, whether it is a story, a
description, or a process. Make sure students have the language they
need. 
	2.	Connect oral language with writing through models such
as the Language Experience Approach where the connections are obvious
since students talk, read and write together as a group 
	3.	Model what you want students to do in writing by giving
an oral example (if you do it in writing, your students tend to copy
what you said) 
	4.	Dictate a few sentences that model what you want
students to write that way they get practice in putting pen to paper
without having to compose something from scratch (some may still copy
but that's also writing practice and they may not be ready to write on
their own) 
	5.	Allow students to think about and talk about their ideas
in L1 or L2 before you ask them to write. - that process activates
background knowledge and facilitates the composing process.  In the
beginning levels, let students know what they will be writing about over
the next few days - that's not cheating, that's giving your students a
fighting chance 
	6.	Invite students to draw a picture as a starting point,
again giving them a chance to compose a story mentally before engaging
in combat with vocabulary, grammar and spelling. Students can create a
snapshot of a scene, create a strip story a la Chalk Talks, or  draw an
item, for example. 
	
	It's late - back to the study tomorrow 
	 
	Heide
	 
	 
	
________________________________

	From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
<mailto:specialtopics-bounces at nifl.gov%5d>  On Behalf Of Cameron Eileen
	Sent: Friday, April 06, 2007 12:40 AM
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 260] Three Questions Regarding Research
Articles andRelated Topics in ESOL Instruction
	
	
	1. In the article "National Center for the Study of Adult
Learning and Literacy: A Conversation With FOB... What Works for Adult
ESL Students," it states that ESL students are better able to learn and
understand English when the teacher or instructor of ESL is bilingual,
in which case, the instructor can speak the students' native language or
languages in order to clarify the students' understanding to further
construct meaning.  This statement is also made in the article "Real
World Research: Combining Qualitative and Quantitative Research for
Adult ESL." However, if a teacher or instructor is not bilingual, and
they want to improve ESL students' written proficiency levels, should
the instructor who is fluent only in English be encouraged to permit his
or her ESL students to first write an essay or paragraph, depending upon
the written assignment, within the student's own native language and
then work closely with the student to translate that writing into
English?  Is this a recommended form of instruction?  For one thing,
allowing ESL students to write within their native languages helps the
instructor familiarize themselves with languages that may be foreign to
them.  This can also help the student translate and interpret their own
native language and correspond their thoughts and ideas within a
contextualized English language.  This can permit ESL students to
demonstrate writing that displays clearer contextualized meanings.  It
also allows ESL students to demonstrate a complexity of thoughts and
ideas as well as express critical, analytical thinking skills within
written English, especially those ESL students who struggle with written
English in terms of writing incoherent sentences or clauses, or students
who write mere phrases or simple sentences with incorrect word choice
and improper use of grammar.  The article, "Real World Research," states
"English learners who, for example, have good higher order reading
strategies in their own language cannot call on those strategies to help
them understand English texts until their understanding of English
vocabulary and syntax are good enough to understand basic sentences and
expressions."  Can this same principle be applied to ESL students'
written English? 
	
	
	
	2. The article "Real World Research: Combining Qualitative and
Quantitative Research for Adult ESL" briefly refers to the codings of a
running record.  A running record that is incorporated in the teaching
of standard American English and literacy within elementary schools in
this country is used in a way that teachers can determine a student's
reading abilities and potentialities through close observation of a
student's reading processes.  Before a running record can be
implemented, the teacher or instructor first must decipher the probable
reading level of a particular student.  For instance, the teacher must
select a book that the student will easily be able to read along with
selecting two other books that may be more challenging to this same
student. Students must read 50 words within each of the three books.  To
correspond the running record in accordance with the student's reading,
the teacher must listen closely and observe, paying strict attention to
the student's substitution or replacement of words, repetition of words,
omission of words, pronunciation and/or mispronunciation of words, and
number of self-corrections the student makes during their reading.  Once
the student is finished reading 50 words within all three selected
books, the teacher must add up all of the student's errors.  The book in
which the student made no less than five errors is selected for
appropriate reading in terms of a substantiated reading level since it
presents more of a challenge.  However, a book in which a student makes
more than five errors is considered too difficult for the student to
read or comprehend.  I brought this up because in a standard English or
literacy class in grades K-12, a student can be placed within a specific
reading level or group and is given reading material in accordance with
that particular reading or grade level, as it pertains to a balanced
literacy model in adherence with the curricular standards of a running
record.  Students are given reading material that is slightly more
challenging in order to assist these students in mastering the English
language.  Once students have mastered the English language and have
acquired appropriate English reading skills, they will be able to read
books that are several reading or grade levels above their current
reading performance level.  Can a running record such as the one I have
previousy described be applied within an adult literacy program for ESL
students?  Instead of using grocery store fliers, electricity bills, and
immigration documents, can literature be incorporated in an adult
literacy program for ESL students?
	
	
	
	3. In the research study discussed in the article "Instruction,
Language, and Literacy: What Works Study for Adult ESL Literacy
Students, the BEST Oral Interview was incorporated in measuring
listening comprehension, communication, and fluency.  In the footnote of
that same research study, it states that the BEST Oral Interview also
includes measures of pronunciation and a reading and writing score which
were not used in the study.  I would actually like to know more about
those measures of pronunciation, reading, and writing, and how they are
assessed in determining a student's perfomance level.  Recently, I
completed a training session for both print-based and the
computer-adaptive BEST PLUS software program which measures the same
items that were measured in the research study 1)listening
comprehension, 2) language complexity or fluency, and 3) communication.
When I completed the training session in BEST PLUS there was no mention
of scoring for pronunciation, reading, or writing.  Also, I wanted to
know if these measurements had been included in your research study,
would it have any effect on the students' performance levels
quantitatively? Also would it have any statistical significance
whatsoever in this particular research study if these variables had been
taken into consideration when the BEST Oral Interview was administered?

	  
	
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From Janet_Isserlis at brown.edu  Wed Apr 11 18:00:16 2007
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Wed, 11 Apr 2007 18:00:16 -0400
Subject: [SpecialTopics 281] Re: giving students a chance to think
 aboutwriting and play with language
In-Reply-To: <BAY132-F193A3E4475325D86736DC8B5F0@phx.gbl>
Message-ID: <C242D2B0.16910%Janet_Isserlis@brown.edu>

hi, Ellen

Thanks for this  -I think everyone has pieces to contribute here.  I work
with a young woman in prison as well ? and we do a lot of writing around
topics that she chooses.

I know that Heide has a number of great ideas about writing prompts.  A
slightly different set of work around teaching in prisons can also be found
in an online issue of Focus on Basics, if you've not already seen it
http://www.ncsall.net/index.php?id=52

thanks, too, to Heide and Larry and all for the discussion so far.

Janet Isserlis

From: Ellen Berg <iceberg900 at hotmail.com>
Reply-To: <specialtopics at nifl.gov>
Date: Wed, 11 Apr 2007 09:58:34 -0400
To: <specialtopics at nifl.gov>
Subject: [SpecialTopics 276] Re: giving students a chance to think
aboutwriting and play with language

Heidi - I'm a volunteer that teaches GED in a correctional setting - I get
the students starting to write from the very start (right at the intake).  I
am not a trained professional in this field but seem to have success with
getting the students to write.  I get ones who "hate it" or "I can't do it"
from the onset but enjoy it, and succeed at writing a somewhat interesting
paragraph, at the end.  I mostly emplore them to write about themselves
using a particular issue.  I spend a lot of time talking with them,
provoking thought about different issues, how the issue might apply to them
or their family or their friends.  Once I get them comfortable in the
talking stage, I then have them start to put the words to paper and show
them simple things to do to improve on what it is they are trying to say.  I
could go on and on but I think you catch the drift.  With a student from
Africa who did not understand American culture, and especially black
American culture, we had to spend a lot of time explaining idioms,
euphemisms & colloquialisms.

I guess my main point is, it seems that I have to do a lot of work on the
verbal end before they master the writing part.  Once they start putting
their thoughts on paper then we slowly start to work on structure (I even
have to work on pennmanship for what is the point of writing if no one can
read it).  The important thing for me is to keep feeding back what it is
that they have written and seeing if I am interpreting according to what
they meant to say and keeping working forward from this point.  In my
experience, teaching them structure from the onset does not seem to work.
It seems to be a relationship thing  but mostly verbalizing everything seems
key to their engagement and participation.

By the way - I usually participate in your forums from a distance (reading
only to pick up thoughts, ideas and tips).  I actually don't feel qualified
to participate at the level that all of you participate.  I hope my thoughts
have made a difference.

Ellen Berg 
Customized Business Services, LLC
POB 214 
Washington VA 22747-0214
540-827-4498 (INet Phone)

540-987-8248 (Home Phone)
 
Be kinder than necessary. Because everyone you meet is fighting some kind of
battle.
Please be aware that e-mail is NOT a secured communication vehicle, and that
others may in certain circumstances be able to view its contents. As a
result, while we are happy to provide this information by e-mail, we do NOT
conduct actual business transactions by e-mail. Please contact the sender
directly if you have any concerns about this message.
This communication is a confidential and proprietary business communication.
It is intended solely for the use of the designated recipient(s). If this
communication is received in error, please contact the sender and delete
this communication.
> 
> From: "Wrigley, Heide" <heide at literacywork.com>
> Reply-To: specialtopics at nifl.gov
> To: <specialtopics at nifl.gov>
> Subject: [SpecialTopics 274] Re: giving students a chance to think
> aboutwriting and play with language
> Date: Tue, 10 Apr 2007 19:50:29 -0400
> 
> Hi, Elsa 
>  
> That makes total sense to me ? to explore different ways of telling the story
> (orally, in L1, through pictures) before committing oneself to writing.  I
> think, as a rule, we give way too little time to preparation when we ask
> students to write.  Most of us tend to write much richer pieces when we have
> been given a chance to think things through, talk with others about it, and
> have a good idea of what a final product might look like.
>  
> As ESL teachers we often see writing preparation and sharing models as
> stifling students? creativity, but it is really difficult to be creative in a
> language you don?t yet understand. If we don?t show students what we mean by
> vivid language and voice and, how will they develop the kind of writing that
> engages a reader?  We cannot wait, I think, until we get to a GED class to
> talk about the power of writing and how to create powerful writing.  Why not
> start early on with simple poetry, rather than with those deadly little
> formulaic paragraphs we often see.
>  
> One time I saw a very short piece written by a student that used the basic
> structure of ?my name is? I am from?? but at the end of her paragraph, she
> wrote ?that?s all!?  and that little phrase allowed her to come through as a
> person who could have fun with writing.
>  
> More on grammar and study findings in the morning. Keep your questions and
> comments coming 
>  
> Heide 
>  
>  
>  
>  
> 
> 
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of Elsa Auerbach
> Sent: Tuesday, April 10, 2007 6:46 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 269] Re: judicious use of the native language - Part 3
> - translation and writing in L1
>  
> A little anecdotal evidence here: I remember Paulo Freire once telling a story
> about his daughter?s teaching (I?m not totally sure I?m getting this right).
> She found that if students are allowed to write in their first language first
> (to develop their ideas, to figure out what they think, to write their way
> towards understanding) and THEN write in the second language (without
> translating, but having already explored their ideas), their L2 writing was
> much richer and more developed than texts written ?cold? in their L2.  This
> implies NOT translating, but using L1 almost as a way in to L2 writing. Elsa
> 
> 
> On 4/9/07 10:34 PM, "Wrigley, Heide" <heide at literacywork.com> wrote:
> Although the study did not address issues of having students write in L1 and
> then translate, here are a couple of thoughts (mine only)
>  
> Translation has long been used in other countries to build language skills.
> Since the advent of the communicative approach to language teaching it has
> become out of favor. Translation workshops where students take work that they
> have created or other texts written in L1 and then render them in English can
> be an excellent way to build language awareness and put language skills to
> use. Promising are approaches that engage students in translating brochures or
> other texts for a real audience, such as offering to translate a menu for a
> restaurant or a brochure for a local business.  ?Backward translations? are a
> must in these cases.
>  
> Workshops focused on translation are most appropriate for intermediate levels
> on up where students have the English skills necessary to translate more
> complex concepts and sophisticated language.
>  
> I?m reluctant to endorse having students write in the native language and then
> translate in beginning literacy classes ? at that level, students tend to
> think that there is a one to one relationship between L1 words, phrases and
> structures and their L2 equivalents, and the translations tend to be both
> awkward and highly ungrammatical.  In addition, we don?t want students to
> overly rely on translation but move them toward thinking in the target
> language. 
>  
> You do, however, make a very good point in terms of helping students to
> organize their ideas and think about what they want to say before asking them
> to write in English. This can be done in a number of ways. Here are some tips
> for teachers: 
>  
> 1. Introduce writing by using oral language first. Help students to compose
> the text orally, whether it is a story, a description, or a process. Make sure
> students have the language they need.
> 2. Connect oral language with writing through models such as the Language
> Experience Approach where the connections are obvious since students talk,
> read and write together as a group
> 3. Model what you want students to do in writing by giving an oral example (if
> you do it in writing, your students tend to copy what you said)
> 4. Dictate a few sentences that model what you want students to write that way
> they get practice in putting pen to paper without having to compose something
> from scratch (some may still copy but that?s also writing practice and they
> may not be ready to write on their own)
> 5. Allow students to think about and talk about their ideas in L1 or L2 before
> you ask them to write. ? that process activates background knowledge and
> facilitates the composing process.  In the beginning levels, let students know
> what they will be writing about over the next few days ? that?s not cheating,
> that?s giving your students a fighting chance
> 6. Invite students to draw a picture as a starting point, again giving them a
> chance to compose a story mentally before engaging in combat with vocabulary,
> grammar and spelling. Students can create a snapshot of a scene, create a
> strip story a la Chalk Talks, or  draw an item, for example.
> 
> It?s late ? back to the study tomorrow
>  
> Heide
>  
>  
> 
> 
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of Cameron Eileen
> Sent: Friday, April 06, 2007 12:40 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 260] Three Questions Regarding Research Articles
> andRelated Topics in ESOL Instruction
> 
> 
> 1. In the article "National Center for the Study of Adult Learning and
> Literacy: A Conversation With FOB... What Works for Adult ESL Students," it
> states that ESL students are better able to learn and understand English when
> the teacher or instructor of ESL is bilingual, in which case, the instructor
> can speak the students' native language or languages in order to clarify the
> students' understanding to further construct meaning.  This statement is also
> made in the article "Real World Research: Combining Qualitative and
> Quantitative Research for Adult ESL." However, if a teacher or instructor is
> not bilingual, and they want to improve ESL students' written proficiency
> levels, should the instructor who is fluent only in English be encouraged to
> permit his or her ESL students to first write an essay or paragraph, depending
> upon the written assignment, within the student's own native language and then
> work closely with the student to translate that writing into English?  Is this
> a recommended form of instruction?  For one thing, allowing ESL students to
> write within their native languages helps the instructor familiarize
> themselves with languages that may be foreign to them.  This can also help the
> student translate and interpret their own native language and correspond their
> thoughts and ideas within a contextualized English language.  This can permit
> ESL students to demonstrate writing that displays clearer contextualized
> meanings.  It also allows ESL students to demonstrate a complexity of thoughts
> and ideas as well as express critical, analytical thinking skills within
> written English, especially those ESL students who struggle with written
> English in terms of writing incoherent sentences or clauses, or students who
> write mere phrases or simple sentences with incorrect word choice and improper
> use of grammar.  The article, "Real World Research," states "English learners
> who, for example, have good higher order reading strategies in their own
> language cannot call on those strategies to help them understand English texts
> until their understanding of English vocabulary and syntax are good enough to
> understand basic sentences and expressions."  Can this same principle be
> applied to ESL students' written English?
> 
> 
> 
> 2. The article "Real World Research: Combining Qualitative and Quantitative
> Research for Adult ESL" briefly refers to the codings of a running record.  A
> running record that is incorporated in the teaching of standard American
> English and literacy within elementary schools in this country is used in a
> way that teachers can determine a student's reading abilities and
> potentialities through close observation of a student's reading processes.
> Before a running record can be implemented, the teacher or instructor first
> must decipher the probable reading level of a particular student.  For
> instance, the teacher must select a book that the student will easily be able
> to read along with selecting two other books that may be more challenging to
> this same student. Students must read 50 words within each of the three books.
> To correspond the running record in accordance with the student's reading, the
> teacher must listen closely and observe, paying strict attention to the
> student's substitution or replacement of words, repetition of words, omission
> of words, pronunciation and/or mispronunciation of words, and number of
> self-corrections the student makes during their reading.  Once the student is
> finished reading 50 words within all three selected books, the teacher must
> add up all of the student's errors.  The book in which the student made no
> less than five errors is selected for appropriate reading in terms of a
> substantiated reading level since it presents more of a challenge.  However, a
> book in which a student makes more than five errors is considered too
> difficult for the student to read or comprehend.  I brought this up because in
> a standard English or literacy class in grades K-12, a student can be placed
> within a specific reading level or group and is given reading material in
> accordance with that particular reading or grade level, as it pertains to a
> balanced literacy model in adherence with the curricular standards of a
> running record.  Students are given reading material that is slightly more
> challenging in order to assist these students in mastering the English
> language.  Once students have mastered the English language and have acquired
> appropriate English reading skills, they will be able to read books that are
> several reading or grade levels above their current reading performance level.
> Can a running record such as the one I have previousy described be applied
> within an adult literacy program for ESL students?  Instead of using grocery
> store fliers, electricity bills, and immigration documents, can literature be
> incorporated in an adult literacy program for ESL students?
> 
> 
> 
> 3. In the research study discussed in the article "Instruction, Language, and
> Literacy: What Works Study for Adult ESL Literacy Students, the BEST Oral
> Interview was incorporated in measuring listening comprehension,
> communication, and fluency.  In the footnote of that same research study, it
> states that the BEST Oral Interview also includes measures of pronunciation
> and a reading and writing score which were not used in the study.  I would
> actually like to know more about those measures of pronunciation, reading, and
> writing, and how they are assessed in determining a student's perfomance
> level.  Recently, I completed a training session for both print-based and the
> computer-adaptive BEST PLUS software program which measures the same items
> that were measured in the research study 1)listening comprehension, 2)
> language complexity or fluency, and 3) communication.  When I completed the
> training session in BEST PLUS there was no mention of scoring for
> pronunciation, reading, or writing.  Also, I wanted to know if these
> measurements had been included in your research study, would it have any
> effect on the students' performance levels quantitatively? Also would it have
> any statistical significance whatsoever in this particular research study if
> these variables had been taken into consideration when the BEST Oral Interview
> was administered?
>   
> 
> 
> Need Mail bonding?
> Go to the Yahoo! Mail Q&A
> <http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTEwOARfc
> wMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&amp;sid=39654
> 6091>  for great tips from Yahoo! Answers
> <http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTEwOARfc
> wMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&amp;sid=39654
> 6091>  users.
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
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> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>  
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> 

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From heide at literacywork.com  Wed Apr 11 23:41:16 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Wed, 11 Apr 2007 23:41:16 -0400
Subject: [SpecialTopics 282] Re: (no subject) teaching grammar in the GED
	class
In-Reply-To: <003601c774d3$2fd81400$6401a8c0@upmaster>
Message-ID: <FC296284F724334392D3C7D22CC4F221170F40@ntxbeus09.exchange.xchg>

Hi, Cheryl 
 
I'm sorry it took me awhile to get to the grammar question. I just got
back from D.C. and am off to Austin in the morning, but here it goes. 
 
First of all, it is indeed very difficult to help students write with
expression and help them develop their language skills so that they are
able to write sentences that are grammatical. It is quite a challenge,
especially once students are able to communicate quite well orally and
aren't particularly keen on working on their grammar skills. 
 
Complicating the enterprise is the fact that at this level the
difficulties that students have may differ from learner to learner so
anything you teach to the entire class will probably bore some students
(since it's not their problem) and frustrate others (cause they are not
ready - given where they are in their language development - to absorb
whatever rules you are presenting). So any time there is a presentation
to the entire class on grammar at this level you may only have a few
students who are with you. (Cheryl, correct me if I'm wrong in your
case, since I am speaking in general terms and obviously don't know your
students). 
 
One thing that doesn't work very well, is to have students write their
paragraphs on the board and have everyone else point out the grammar
mistakes. Students generally are not particularly engaged in what other
students have written, particularly if asked to focus on form. And
again, some students may be able to detect errors and correct them (and
what are they learning?) while others are nowhere near ready and the
explanations make no sense to them - again, if some of you have had
great success with this strategy, let us know. 
 
Ok, here then are some strategies that you might try: 
 
1.	There is a hypothesis in second language acquisition that
emphasize the notion of "noticing" and holds that students won't be able
to acquire accurate linguistic forms and structures, unless they first
notice them, that is unless they pay attention to their own language and
the language of others and say to themselves "oh, that's how it's said
(or not said); this is how you write it; this is what people do"  And
once student pay attention to these forms, it becomes easier for them to
use correct forms or edit their own writing. So one suggestion I would
make to build in your students a curiosity about language, an eagerness
(well, may-be not eagerness, but an interest) in seeing how language
works. This notion is also known as "language awareness" and it goes a
long way in helping students pay attention to how the language they use
in expressing their ideas is similar or different from the way other
people say or write things. 
	a.	One way to help students build language awareness and
look at their own language output is to ask students to circle the kinds
of phrases or words that appear in their writing that they are not sure
about. Sometimes students a way to self-correct, but you can also work
with them to find better ways of expressing their ideas (sometimes that
means fixing up the grammar and other times that means rephrasing a
sentence and using a different structure altogether, one that the
student is more familiar and comfortable with).  After you help students
use fix-up strategies, you can then ask them to pay attention in their
reading to see if they can identify the structure in question in other
people's writing.
	b.	Another way is to have students read their writings into
a tape recorder and then listen to it again to see if it sounds right.
I first saw this technique used when I was up in Vancouver at the
Invergarry Learning Centre where Janet Isserlis taught for awhile. It
was amazing to see how students would read their essays and then
self-correct as they noticed that the language they used was awkward or
ungrammatical. The tape recorder acted as a tool for editing and
revision that was fun for students to use (many students I've known just
hate rewriting - in their mind it was hard enough to put pen to paper
and get their thoughts in writing, they don't want to prolong the
agony). So the tape recorder adds a new dimension (students can just
take turns using the machine as they finish their writings). 
 
Of course, building language awareness and helping students self-monitor
their writing is only one strategy to help students gain greater
accuracy in their writing. And self-monitoring is not a great deal of
help if students don't have much experience with the standard ways of
writing. So you may want to see if there are some common areas of
difficulties that your students share (subject-verb agreement; passive
constructions; irregular past verbs) and then teach mini-lessons that
zero in on those areas. While some students respond well to rules
because they are good at deductive thinking, others do much better when
you present patterns of language and then draw their attention to the
commonalities within these patterns - so that you help your students
abstract the grammar rules from the sentences they see - helping them to
get to the aha! moment. This approach is also known as "discovery
grammar".  
 
If particular grammar forms are new to students and they need to know
them because there are no simpler work-arounds, they will need some
guided practice in using these forms in different ways so that they
become internalized.  I would then include these structures in a grammar
editing check-list that students can use when they look over their own
writing - once again, building language awareness in the process. 
 
Another insight that might help you: Just correcting students each time
you see a mistake in their writing and giving them a quick explanation
generally doesn't work unless the student made a careless mistake. This
sort of "drive-by" grammar lesson usually doesn't stick. It is much
better, generally, to set some time aside, either with an individual
student or with the group and ask the student(s) to focus on a
linguistic form when they are not in the middle of writing or reading
their writing to others. 
 
Finally - and you will notice a theme here - a lesson that I learned as
an adult second language learner:  Quite a few of the mistakes that I
made in writing English disappeared when I spent more time thinking
about and discussing what it is I wanted to say and write. 
 
Quite often, at the intermediate levels, the language that learners use
is muddled and the sentences awkward or ungrammatical, because the
thinking is still fuzzy. Once a writer is clear on what it is exactly
(s)he wants to say, it is easier to construct sentences that are clear
and concise. 
 
I used this model of talking things through to discover what it is you
want to write with my students when I taught Developmental Writing and
for many students it did make a quite a difference. 
 
Others did need some structured lessons on the grammar they had missed
along the way. 
 
So no silver bullet here (ha! another cultural reference to mess with
the uninitiated).  
 
Good night all! 
 
Heide
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl gentry
Sent: Sunday, April 01, 2007 9:01 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 261] (no subject)
 
I teach GED at CRC...a prison in Norco, Calif. I have many students who
grew up speaking Spanish in the home and have difficulty with English
grammar. Are there any special tricks?
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From lynneweintraub at hotmail.com  Thu Apr 12 07:36:35 2007
From: lynneweintraub at hotmail.com (Lynne Weintraub)
Date: Thu, 12 Apr 2007 11:36:35 +0000
Subject: [SpecialTopics 283] Re: fossilization
Message-ID: <BAY106-F257656F65D5B4AB42113FDA5E0@phx.gbl>

Heide--the GED grammar question reminds me of a related question I've had on 
my mind for a long time. Over the years, I have run into a number of 
students who seem to be "fossilized" in their language development. They get 
to a certain point, and then they just don't seem to make any progress 
anymore in terms of pronunciation, structure, or even expanding their 
vocabulary. Has any research been done on this problem? Do you have any 
ideas on how to break through? I'd like to offer some hope (and strategies) 
to their tutors, but so far I haven't found any that are genuinely 
successful.
Lynne Weintraub

>From: "Wrigley, Heide" <heide at literacywork.com>
>Reply-To: specialtopics at nifl.gov
>To: <specialtopics at nifl.gov>
>Subject: [SpecialTopics 282] Re: (no subject) teaching grammar in the 
>GEDclass
>Date: Wed, 11 Apr 2007 23:41:16 -0400
>
>Hi, Cheryl
>
>I'm sorry it took me awhile to get to the grammar question. I just got
>back from D.C. and am off to Austin in the morning, but here it goes.
>
>First of all, it is indeed very difficult to help students write with
>expression and help them develop their language skills so that they are
>able to write sentences that are grammatical. It is quite a challenge,
>especially once students are able to communicate quite well orally and
>aren't particularly keen on working on their grammar skills.
>
>Complicating the enterprise is the fact that at this level the
>difficulties that students have may differ from learner to learner so
>anything you teach to the entire class will probably bore some students
>(since it's not their problem) and frustrate others (cause they are not
>ready - given where they are in their language development - to absorb
>whatever rules you are presenting). So any time there is a presentation
>to the entire class on grammar at this level you may only have a few
>students who are with you. (Cheryl, correct me if I'm wrong in your
>case, since I am speaking in general terms and obviously don't know your
>students).
>
>One thing that doesn't work very well, is to have students write their
>paragraphs on the board and have everyone else point out the grammar
>mistakes. Students generally are not particularly engaged in what other
>students have written, particularly if asked to focus on form. And
>again, some students may be able to detect errors and correct them (and
>what are they learning?) while others are nowhere near ready and the
>explanations make no sense to them - again, if some of you have had
>great success with this strategy, let us know.
>
>Ok, here then are some strategies that you might try:
>
>1.	There is a hypothesis in second language acquisition that
>emphasize the notion of "noticing" and holds that students won't be able
>to acquire accurate linguistic forms and structures, unless they first
>notice them, that is unless they pay attention to their own language and
>the language of others and say to themselves "oh, that's how it's said
>(or not said); this is how you write it; this is what people do"  And
>once student pay attention to these forms, it becomes easier for them to
>use correct forms or edit their own writing. So one suggestion I would
>make to build in your students a curiosity about language, an eagerness
>(well, may-be not eagerness, but an interest) in seeing how language
>works. This notion is also known as "language awareness" and it goes a
>long way in helping students pay attention to how the language they use
>in expressing their ideas is similar or different from the way other
>people say or write things.
>	a.	One way to help students build language awareness and
>look at their own language output is to ask students to circle the kinds
>of phrases or words that appear in their writing that they are not sure
>about. Sometimes students a way to self-correct, but you can also work
>with them to find better ways of expressing their ideas (sometimes that
>means fixing up the grammar and other times that means rephrasing a
>sentence and using a different structure altogether, one that the
>student is more familiar and comfortable with).  After you help students
>use fix-up strategies, you can then ask them to pay attention in their
>reading to see if they can identify the structure in question in other
>people's writing.
>	b.	Another way is to have students read their writings into
>a tape recorder and then listen to it again to see if it sounds right.
>I first saw this technique used when I was up in Vancouver at the
>Invergarry Learning Centre where Janet Isserlis taught for awhile. It
>was amazing to see how students would read their essays and then
>self-correct as they noticed that the language they used was awkward or
>ungrammatical. The tape recorder acted as a tool for editing and
>revision that was fun for students to use (many students I've known just
>hate rewriting - in their mind it was hard enough to put pen to paper
>and get their thoughts in writing, they don't want to prolong the
>agony). So the tape recorder adds a new dimension (students can just
>take turns using the machine as they finish their writings).
>
>Of course, building language awareness and helping students self-monitor
>their writing is only one strategy to help students gain greater
>accuracy in their writing. And self-monitoring is not a great deal of
>help if students don't have much experience with the standard ways of
>writing. So you may want to see if there are some common areas of
>difficulties that your students share (subject-verb agreement; passive
>constructions; irregular past verbs) and then teach mini-lessons that
>zero in on those areas. While some students respond well to rules
>because they are good at deductive thinking, others do much better when
>you present patterns of language and then draw their attention to the
>commonalities within these patterns - so that you help your students
>abstract the grammar rules from the sentences they see - helping them to
>get to the aha! moment. This approach is also known as "discovery
>grammar".
>
>If particular grammar forms are new to students and they need to know
>them because there are no simpler work-arounds, they will need some
>guided practice in using these forms in different ways so that they
>become internalized.  I would then include these structures in a grammar
>editing check-list that students can use when they look over their own
>writing - once again, building language awareness in the process.
>
>Another insight that might help you: Just correcting students each time
>you see a mistake in their writing and giving them a quick explanation
>generally doesn't work unless the student made a careless mistake. This
>sort of "drive-by" grammar lesson usually doesn't stick. It is much
>better, generally, to set some time aside, either with an individual
>student or with the group and ask the student(s) to focus on a
>linguistic form when they are not in the middle of writing or reading
>their writing to others.
>
>Finally - and you will notice a theme here - a lesson that I learned as
>an adult second language learner:  Quite a few of the mistakes that I
>made in writing English disappeared when I spent more time thinking
>about and discussing what it is I wanted to say and write.
>
>Quite often, at the intermediate levels, the language that learners use
>is muddled and the sentences awkward or ungrammatical, because the
>thinking is still fuzzy. Once a writer is clear on what it is exactly
>(s)he wants to say, it is easier to construct sentences that are clear
>and concise.
>
>I used this model of talking things through to discover what it is you
>want to write with my students when I taught Developmental Writing and
>for many students it did make a quite a difference.
>
>Others did need some structured lessons on the grammar they had missed
>along the way.
>
>So no silver bullet here (ha! another cultural reference to mess with
>the uninitiated).
>
>Good night all!
>
>Heide
>
>________________________________
>
>From: specialtopics-bounces at nifl.gov
>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl gentry
>Sent: Sunday, April 01, 2007 9:01 PM
>To: specialtopics at nifl.gov
>Subject: [SpecialTopics 261] (no subject)
>
>I teach GED at CRC...a prison in Norco, Calif. I have many students who
>grew up speaking Spanish in the home and have difficulty with English
>grammar. Are there any special tricks?

>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/SpecialTopics

From cnaamh at rcn.com  Thu Apr 12 16:05:05 2007
From: cnaamh at rcn.com (Nicole Graves)
Date: Thu, 12 Apr 2007 16:05:05 -0400
Subject: [SpecialTopics 284] Re: fossilization
References: <BAY106-F257656F65D5B4AB42113FDA5E0@phx.gbl>
Message-ID: <004701c77d3d$ee0328d0$62b53bd0@cnadln21kxvbnn>

Lynne,

Language awareness works for fossilization too.  If you stop the student and 
focus on one point and explain the differences or similarities, on the spot, 
chances are the problem will go away.  When the student is ready to become 
aware and you make the student aware, it always works.  One at a time.

Nicole B. Graves
----- Original Message ----- 
From: "Lynne Weintraub" <lynneweintraub at hotmail.com>
To: <specialtopics at nifl.gov>
Sent: Thursday, April 12, 2007 7:36 AM
Subject: [SpecialTopics 283] Re: fossilization

> Heide--the GED grammar question reminds me of a related question I've had 
> on
> my mind for a long time. Over the years, I have run into a number of
> students who seem to be "fossilized" in their language development. They 
> get
> to a certain point, and then they just don't seem to make any progress
> anymore in terms of pronunciation, structure, or even expanding their
> vocabulary. Has any research been done on this problem? Do you have any
> ideas on how to break through? I'd like to offer some hope (and 
> strategies)
> to their tutors, but so far I haven't found any that are genuinely
> successful.
> Lynne Weintraub
>
>
>>From: "Wrigley, Heide" <heide at literacywork.com>
>>Reply-To: specialtopics at nifl.gov
>>To: <specialtopics at nifl.gov>
>>Subject: [SpecialTopics 282] Re: (no subject) teaching grammar in the
>>GEDclass
>>Date: Wed, 11 Apr 2007 23:41:16 -0400
>>
>>Hi, Cheryl
>>
>>I'm sorry it took me awhile to get to the grammar question. I just got
>>back from D.C. and am off to Austin in the morning, but here it goes.
>>
>>First of all, it is indeed very difficult to help students write with
>>expression and help them develop their language skills so that they are
>>able to write sentences that are grammatical. It is quite a challenge,
>>especially once students are able to communicate quite well orally and
>>aren't particularly keen on working on their grammar skills.
>>
>>Complicating the enterprise is the fact that at this level the
>>difficulties that students have may differ from learner to learner so
>>anything you teach to the entire class will probably bore some students
>>(since it's not their problem) and frustrate others (cause they are not
>>ready - given where they are in their language development - to absorb
>>whatever rules you are presenting). So any time there is a presentation
>>to the entire class on grammar at this level you may only have a few
>>students who are with you. (Cheryl, correct me if I'm wrong in your
>>case, since I am speaking in general terms and obviously don't know your
>>students).
>>
>>One thing that doesn't work very well, is to have students write their
>>paragraphs on the board and have everyone else point out the grammar
>>mistakes. Students generally are not particularly engaged in what other
>>students have written, particularly if asked to focus on form. And
>>again, some students may be able to detect errors and correct them (and
>>what are they learning?) while others are nowhere near ready and the
>>explanations make no sense to them - again, if some of you have had
>>great success with this strategy, let us know.
>>
>>Ok, here then are some strategies that you might try:
>>
>>1. There is a hypothesis in second language acquisition that
>>emphasize the notion of "noticing" and holds that students won't be able
>>to acquire accurate linguistic forms and structures, unless they first
>>notice them, that is unless they pay attention to their own language and
>>the language of others and say to themselves "oh, that's how it's said
>>(or not said); this is how you write it; this is what people do"  And
>>once student pay attention to these forms, it becomes easier for them to
>>use correct forms or edit their own writing. So one suggestion I would
>>make to build in your students a curiosity about language, an eagerness
>>(well, may-be not eagerness, but an interest) in seeing how language
>>works. This notion is also known as "language awareness" and it goes a
>>long way in helping students pay attention to how the language they use
>>in expressing their ideas is similar or different from the way other
>>people say or write things.
>> a. One way to help students build language awareness and
>>look at their own language output is to ask students to circle the kinds
>>of phrases or words that appear in their writing that they are not sure
>>about. Sometimes students a way to self-correct, but you can also work
>>with them to find better ways of expressing their ideas (sometimes that
>>means fixing up the grammar and other times that means rephrasing a
>>sentence and using a different structure altogether, one that the
>>student is more familiar and comfortable with).  After you help students
>>use fix-up strategies, you can then ask them to pay attention in their
>>reading to see if they can identify the structure in question in other
>>people's writing.
>> b. Another way is to have students read their writings into
>>a tape recorder and then listen to it again to see if it sounds right.
>>I first saw this technique used when I was up in Vancouver at the
>>Invergarry Learning Centre where Janet Isserlis taught for awhile. It
>>was amazing to see how students would read their essays and then
>>self-correct as they noticed that the language they used was awkward or
>>ungrammatical. The tape recorder acted as a tool for editing and
>>revision that was fun for students to use (many students I've known just
>>hate rewriting - in their mind it was hard enough to put pen to paper
>>and get their thoughts in writing, they don't want to prolong the
>>agony). So the tape recorder adds a new dimension (students can just
>>take turns using the machine as they finish their writings).
>>
>>Of course, building language awareness and helping students self-monitor
>>their writing is only one strategy to help students gain greater
>>accuracy in their writing. And self-monitoring is not a great deal of
>>help if students don't have much experience with the standard ways of
>>writing. So you may want to see if there are some common areas of
>>difficulties that your students share (subject-verb agreement; passive
>>constructions; irregular past verbs) and then teach mini-lessons that
>>zero in on those areas. While some students respond well to rules
>>because they are good at deductive thinking, others do much better when
>>you present patterns of language and then draw their attention to the
>>commonalities within these patterns - so that you help your students
>>abstract the grammar rules from the sentences they see - helping them to
>>get to the aha! moment. This approach is also known as "discovery
>>grammar".
>>
>>If particular grammar forms are new to students and they need to know
>>them because there are no simpler work-arounds, they will need some
>>guided practice in using these forms in different ways so that they
>>become internalized.  I would then include these structures in a grammar
>>editing check-list that students can use when they look over their own
>>writing - once again, building language awareness in the process.
>>
>>Another insight that might help you: Just correcting students each time
>>you see a mistake in their writing and giving them a quick explanation
>>generally doesn't work unless the student made a careless mistake. This
>>sort of "drive-by" grammar lesson usually doesn't stick. It is much
>>better, generally, to set some time aside, either with an individual
>>student or with the group and ask the student(s) to focus on a
>>linguistic form when they are not in the middle of writing or reading
>>their writing to others.
>>
>>Finally - and you will notice a theme here - a lesson that I learned as
>>an adult second language learner:  Quite a few of the mistakes that I
>>made in writing English disappeared when I spent more time thinking
>>about and discussing what it is I wanted to say and write.
>>
>>Quite often, at the intermediate levels, the language that learners use
>>is muddled and the sentences awkward or ungrammatical, because the
>>thinking is still fuzzy. Once a writer is clear on what it is exactly
>>(s)he wants to say, it is easier to construct sentences that are clear
>>and concise.
>>
>>I used this model of talking things through to discover what it is you
>>want to write with my students when I taught Developmental Writing and
>>for many students it did make a quite a difference.
>>
>>Others did need some structured lessons on the grammar they had missed
>>along the way.
>>
>>So no silver bullet here (ha! another cultural reference to mess with
>>the uninitiated).
>>
>>Good night all!
>>
>>Heide
>>
>>________________________________
>>
>>From: specialtopics-bounces at nifl.gov
>>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl gentry
>>Sent: Sunday, April 01, 2007 9:01 PM
>>To: specialtopics at nifl.gov
>>Subject: [SpecialTopics 261] (no subject)
>>
>>I teach GED at CRC...a prison in Norco, Calif. I have many students who
>>grew up speaking Spanish in the home and have difficulty with English
>>grammar. Are there any special tricks?
>
>
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
>
> -- 
> No virus found in this incoming message.
> Checked by AVG Free Edition.
> Version: 7.5.446 / Virus Database: 268.18.26/752 - Release Date: 4/8/2007 
> 8:34 PM
>
> 

From heide at literacywork.com  Thu Apr 12 19:26:31 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Thu, 12 Apr 2007 19:26:31 -0400
Subject: [SpecialTopics 285] Re: [Special Topics] authentic materials for
	low literate adult ESL learners - document literacy
In-Reply-To: <42393C9DA7930245AB540667607F4F5049D8C0@spike.city>
Message-ID: <FC296284F724334392D3C7D22CC4F22117112C@ntxbeus09.exchange.xchg>

Hi, Joanne and others 
 
As many of you know by now, one of the major findings of the What Works
Study was that a set of instructional strategies we clustered under the
heading of "Bringing in the Outside" made a significant difference in
learner outcomes. 
 
This finding is consistent with other research (Sticht, Purcell-Gates)
that points to the importance of keeping adult language and literacy
connected to the language and literacy tasks that students encounter in
their daily lives (in the community; at work; in training). 
 
It is indeed difficult to find authentic materials that are accessible
to first level learners, especially if you are looking for "connected
text" (written pieces that use paragraphs as part of prose literacy).
Examples of document literacy, particularly environmental print, are
much easier to find and they provide a great many opportunities to
develop sight words, read for meaning, skim and scan for specific
information, compare and contrast various texts and develop critical
literacy (do we really think that this medicine will flush out fat and
make us slim and thin?)- 
 
Here is a listing that provides a great starting point (more on
connected text later) 
 
1. Authentic real life products that students can identify and talk
about (what is it? Where do you find it? What is it for? Do you like
it?) - these can include cans of food from the store, soft drink cans,
fast food bags or wrappers; toothpaste tubes, aspirin bottles. Students
can work in groups to discuss and categories or fill in charts - it's a
great starting point for low level learners. If you want to see how
these materials can be used as part of an assessment, go to
www.clese.org <http://www.clese.org/>  and click on "Reading
Demonstration" and you'll see me work with Bessima, a woman from Bosnia
who is a refugee who had never had the opportunity to go to school. 
 
If you work with learners who don't have much experience with reading
and writing in their own language, real materials (products, not just
pictures) make a lot of sense as a starting point. 
 
You then can move on to using print that students often see and are
probably interested in and that contains lots of picture support. 
 
2. Grocery flyers, Sunday paper inserts, Home Depot ads and catalogues
(tools, gear; department store) 
 
 
3. Then you may want to move to environmental print that has some
pictures (just because it's not as intimidating as print alone)
Ads are great (you can have students design their own); TV schedules;
magazine articles ("How to" are sometimes accessible but you may want to
just start with the headings and pictures); brochures
 
4. Next comes environmental print that does not have visual support but
still reflects every day tasks. These might include: 
Lottery tickets; Penny Saver type ads; simple medicine labels, simple
maps; utility bills; yard sale announcements; street signs; signs in and
around the airport, etc;  
 
Basic reading development tends to move through the following stages
*        from recognition of common products and labels as a whole (how
else would anyone manage to shop)
*        to being able to recognize a word when the product name appears
clearly in a photograph with the logo prominent
*        to being able to read the word in question on a piece of paper
when visual support is not there  (e.g., if Coca Cola or Crest is
written on a drawing of a can and toothpaste
*        to being able to manipulate words (which word says "coca" which
word says "cola"), 
*        to being able to manipulate the string of letters the word
represents (if we take out the "c" in cola - what word is left?) 
*        to being able to decode simple words (Cola and Lola; Mac and
pack) 
 
You can then, of course, use the products you've worked with, and
categorize them into sound patterns so that you don't have to do
decontextualized phonics work, but can keep going back to real words
that students recognize as you introduce new words that follow the same
pattern. The beauty here is that you can use real products that the
students know about and use at home (they can copy the labels at home
and bring them in and do various forms of Word Sorts). We don't see
these types of activities in textbooks, since publishers, for good
reason, don't use real products. 
 
By the way, even when doing phonics and decoding work with low level
learners, I would still continue with recognitions and comprehension
work around real things (including newspaper headlines or magazine
articles on common topics), since comprehension is where the rubber hits
the road in reading. 
 
More on connected text later - and I apologize Joanne if your learners
are at much higher levels of proficiency than what is indicated here 
 
All the best 
 
Soon more 
 
 
 
 
 
 
 
-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Hartel, Joanne
Sent: Wednesday, April 11, 2007 12:49 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 278] [Special Topics] What Works Study for Adult
ESLLiteracy Students
 
I work at a a community-based adult education program.  We run two
levels of ESL literacy classes, one for beginning speakers who may not
be literate in their native languages or in English (although some in
this level can read and write in a non-Roman alphabet.)  The other
literacy class is for students who know the alphabet and can read very
simple text. Both classes work with written material that is controlled
for useful, every day vocabulary, length of sentences, and grammar.  In
both levels, it is typical for students to be  better at reading than at
writing.  We use a combination of a structured approach, including
phonics, and more traditional ESL approaches that include listening and
speaking activities. The students come from many different countries,
including Haiti, Eritrea, Ethiopia, Nepal, and some Central American
countries. I have two questions: 
 
1. I don't know of any standardized reading assessments for low level
ESOL students.  I think the Woodcock-Johnson Basic Reading Skills Tests
were developed for native speakers of English.  Was the comprehension
subtest controlled for vocabulary that would be unfamiliar to someone
who is a beginning speaker? In my experience teaching ESL literacy, ESOL
students do not do well with nonsense words because they can't relate or
get any meaning from them.  Also it is difficult for the test
administrator to judge correct pronunciation of words and separate out
issues due to second language interference.
 
2. I've always had difficulty using authentic materials with beginning
literacy students.  Can you suggest ways to use them without simplifying
them so much that they don't resemble the real thing? 
 
Thanks for all of your work.  I think this will be very useful to the
field. 
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
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From julie_mcKinney at worlded.org  Fri Apr 13 10:51:41 2007
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Fri, 13 Apr 2007 10:51:41 -0400
Subject: [SpecialTopics 285]  Fossilization: "stuck" learners
Message-ID: <461F60BD0200002D00001D54@bostongwia.jsi.com>

Lynne and others,

I want to suggest an excellent article about ESOL learners who seem "fossilized" in their learning development. It is from an issue of Focus on Basics dedicated to ESOL research.

"Taking a Closer Look at Struggling ESOL Learners" by Robin Lovien Schwarz
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 

Last year we had a discussion about this on the Focus on Basics list with Robin, and it is definitely worth looking at if you are exploring this issue. You can find it on the FOB Discussion list archives at the following link:

http://www.nifl.gov/pipermail/focusonbasics/2006/date.html

Scroll down and find the discussion from February 15-22. You do not have to be subsceribed to read it.

You can find all other Focus on basics articles at:
http://www.ncsall.net/index.php?id=31 

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

From Moira.Taylor at mail.cuny.edu  Fri Apr 13 10:22:43 2007
From: Moira.Taylor at mail.cuny.edu (Moira.Taylor at mail.cuny.edu)
Date: Fri, 13 Apr 2007 10:22:43 -0400
Subject: [SpecialTopics 286] Re: fossilization
In-Reply-To: <004701c77d3d$ee0328d0$62b53bd0@cnadln21kxvbnn>
Message-ID: <OFC65DAFEF.4883D6E9-ON852572BC.004D4CEB-852572BC.004EFC3F@domino1.cuny.edu>

Hi all - 

I've been reading all week, and now how some time to respond.  I hope the 
following is useful.

First of all, I totally agree awareness is a critical element for working 
on fossilization issues.

And then, just to put another work into the mix, I was just reading a 
chapter (Chapter 9) in Ilona Leki's book "Understanding ESL Writers."  She 
writes about an interlanguage (an unstable language developed during the 
language learning process).   The student is on his/her way to developing 
the correct L2 form by receiving input, but this student stresses and 
ignores rules based on input.  For example, s/he may have learned about 3 
person "S" and then overgeneralize the rule to modal forms (She cans...) 
Eventually, s/he will stop as s/he practices more.

I'm simplifying, but what Leki says at the end of all this is:  "Normally, 
as language learners continue recieving input from the target language, 
their interlanguage reshapes itself in increasing conformity to the L2. 
For reasons not completly understoond, however, certain interlanguage 
forms become fixed, or folssilized, and no amount of input seems to be 
able to induce a re-analysis of the fossilized form to put it more in line 
with the L2...Fossilized interlanguage forms are particularly difficult to 
alter, possibly because the learner is for whaterver reason unmotivated to 
identify completely with the target discours community."

She has more to say about what to do (this particular chapter is about 
correcting sentence level errors - what, how, why).  Worth a read I think.

Moira Taylor

Moira Taylor
CUNY Adult Literacy Program
101 West 31st St., Room 704 
New York, NY 10001
Tel: 212 652 2883
Fax: 646 344 7329
www.literacy.cuny.edu 

"Nicole Graves" <cnaamh at rcn.com>
Sent by: specialtopics-bounces at nifl.gov
04/12/2007 04:05 PM
Please respond to specialtopics
 
        To:     <specialtopics at nifl.gov>
        cc: 
        Subject:        [SpecialTopics 284] Re: fossilization

Lynne,

Language awareness works for fossilization too.  If you stop the student 
and 
focus on one point and explain the differences or similarities, on the 
spot, 
chances are the problem will go away.  When the student is ready to become 

aware and you make the student aware, it always works.  One at a time.

Nicole B. Graves
----- Original Message ----- 
From: "Lynne Weintraub" <lynneweintraub at hotmail.com>
To: <specialtopics at nifl.gov>
Sent: Thursday, April 12, 2007 7:36 AM
Subject: [SpecialTopics 283] Re: fossilization

> Heide--the GED grammar question reminds me of a related question I've 
had 
> on
> my mind for a long time. Over the years, I have run into a number of
> students who seem to be "fossilized" in their language development. They 

> get
> to a certain point, and then they just don't seem to make any progress
> anymore in terms of pronunciation, structure, or even expanding their
> vocabulary. Has any research been done on this problem? Do you have any
> ideas on how to break through? I'd like to offer some hope (and 
> strategies)
> to their tutors, but so far I haven't found any that are genuinely
> successful.
> Lynne Weintraub
>
>
>>From: "Wrigley, Heide" <heide at literacywork.com>
>>Reply-To: specialtopics at nifl.gov
>>To: <specialtopics at nifl.gov>
>>Subject: [SpecialTopics 282] Re: (no subject) teaching grammar in the
>>GEDclass
>>Date: Wed, 11 Apr 2007 23:41:16 -0400
>>
>>Hi, Cheryl
>>
>>I'm sorry it took me awhile to get to the grammar question. I just got
>>back from D.C. and am off to Austin in the morning, but here it goes.
>>
>>First of all, it is indeed very difficult to help students write with
>>expression and help them develop their language skills so that they are
>>able to write sentences that are grammatical. It is quite a challenge,
>>especially once students are able to communicate quite well orally and
>>aren't particularly keen on working on their grammar skills.
>>
>>Complicating the enterprise is the fact that at this level the
>>difficulties that students have may differ from learner to learner so
>>anything you teach to the entire class will probably bore some students
>>(since it's not their problem) and frustrate others (cause they are not
>>ready - given where they are in their language development - to absorb
>>whatever rules you are presenting). So any time there is a presentation
>>to the entire class on grammar at this level you may only have a few
>>students who are with you. (Cheryl, correct me if I'm wrong in your
>>case, since I am speaking in general terms and obviously don't know your
>>students).
>>
>>One thing that doesn't work very well, is to have students write their
>>paragraphs on the board and have everyone else point out the grammar
>>mistakes. Students generally are not particularly engaged in what other
>>students have written, particularly if asked to focus on form. And
>>again, some students may be able to detect errors and correct them (and
>>what are they learning?) while others are nowhere near ready and the
>>explanations make no sense to them - again, if some of you have had
>>great success with this strategy, let us know.
>>
>>Ok, here then are some strategies that you might try:
>>
>>1. There is a hypothesis in second language acquisition that
>>emphasize the notion of "noticing" and holds that students won't be able
>>to acquire accurate linguistic forms and structures, unless they first
>>notice them, that is unless they pay attention to their own language and
>>the language of others and say to themselves "oh, that's how it's said
>>(or not said); this is how you write it; this is what people do"  And
>>once student pay attention to these forms, it becomes easier for them to
>>use correct forms or edit their own writing. So one suggestion I would
>>make to build in your students a curiosity about language, an eagerness
>>(well, may-be not eagerness, but an interest) in seeing how language
>>works. This notion is also known as "language awareness" and it goes a
>>long way in helping students pay attention to how the language they use
>>in expressing their ideas is similar or different from the way other
>>people say or write things.
>> a. One way to help students build language awareness and
>>look at their own language output is to ask students to circle the kinds
>>of phrases or words that appear in their writing that they are not sure
>>about. Sometimes students a way to self-correct, but you can also work
>>with them to find better ways of expressing their ideas (sometimes that
>>means fixing up the grammar and other times that means rephrasing a
>>sentence and using a different structure altogether, one that the
>>student is more familiar and comfortable with).  After you help students
>>use fix-up strategies, you can then ask them to pay attention in their
>>reading to see if they can identify the structure in question in other
>>people's writing.
>> b. Another way is to have students read their writings into
>>a tape recorder and then listen to it again to see if it sounds right.
>>I first saw this technique used when I was up in Vancouver at the
>>Invergarry Learning Centre where Janet Isserlis taught for awhile. It
>>was amazing to see how students would read their essays and then
>>self-correct as they noticed that the language they used was awkward or
>>ungrammatical. The tape recorder acted as a tool for editing and
>>revision that was fun for students to use (many students I've known just
>>hate rewriting - in their mind it was hard enough to put pen to paper
>>and get their thoughts in writing, they don't want to prolong the
>>agony). So the tape recorder adds a new dimension (students can just
>>take turns using the machine as they finish their writings).
>>
>>Of course, building language awareness and helping students self-monitor
>>their writing is only one strategy to help students gain greater
>>accuracy in their writing. And self-monitoring is not a great deal of
>>help if students don't have much experience with the standard ways of
>>writing. So you may want to see if there are some common areas of
>>difficulties that your students share (subject-verb agreement; passive
>>constructions; irregular past verbs) and then teach mini-lessons that
>>zero in on those areas. While some students respond well to rules
>>because they are good at deductive thinking, others do much better when
>>you present patterns of language and then draw their attention to the
>>commonalities within these patterns - so that you help your students
>>abstract the grammar rules from the sentences they see - helping them to
>>get to the aha! moment. This approach is also known as "discovery
>>grammar".
>>
>>If particular grammar forms are new to students and they need to know
>>them because there are no simpler work-arounds, they will need some
>>guided practice in using these forms in different ways so that they
>>become internalized.  I would then include these structures in a grammar
>>editing check-list that students can use when they look over their own
>>writing - once again, building language awareness in the process.
>>
>>Another insight that might help you: Just correcting students each time
>>you see a mistake in their writing and giving them a quick explanation
>>generally doesn't work unless the student made a careless mistake. This
>>sort of "drive-by" grammar lesson usually doesn't stick. It is much
>>better, generally, to set some time aside, either with an individual
>>student or with the group and ask the student(s) to focus on a
>>linguistic form when they are not in the middle of writing or reading
>>their writing to others.
>>
>>Finally - and you will notice a theme here - a lesson that I learned as
>>an adult second language learner:  Quite a few of the mistakes that I
>>made in writing English disappeared when I spent more time thinking
>>about and discussing what it is I wanted to say and write.
>>
>>Quite often, at the intermediate levels, the language that learners use
>>is muddled and the sentences awkward or ungrammatical, because the
>>thinking is still fuzzy. Once a writer is clear on what it is exactly
>>(s)he wants to say, it is easier to construct sentences that are clear
>>and concise.
>>
>>I used this model of talking things through to discover what it is you
>>want to write with my students when I taught Developmental Writing and
>>for many students it did make a quite a difference.
>>
>>Others did need some structured lessons on the grammar they had missed
>>along the way.
>>
>>So no silver bullet here (ha! another cultural reference to mess with
>>the uninitiated).
>>
>>Good night all!
>>
>>Heide
>>
>>________________________________
>>
>>From: specialtopics-bounces at nifl.gov
>>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl gentry
>>Sent: Sunday, April 01, 2007 9:01 PM
>>To: specialtopics at nifl.gov
>>Subject: [SpecialTopics 261] (no subject)
>>
>>I teach GED at CRC...a prison in Norco, Calif. I have many students who
>>grew up speaking Spanish in the home and have difficulty with English
>>grammar. Are there any special tricks?
>
>
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
>
> -- 
> No virus found in this incoming message.
> Checked by AVG Free Edition.
> Version: 7.5.446 / Virus Database: 268.18.26/752 - Release Date: 
4/8/2007 
> 8:34 PM
>
> 
-------------------------------
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From Elsa.Auerbach at umb.edu  Fri Apr 13 19:24:03 2007
From: Elsa.Auerbach at umb.edu (Elsa Auerbach)
Date: Fri, 13 Apr 2007 19:24:03 -0400
Subject: [SpecialTopics 287] Re: [Special Topics] authentic materials for
 low literate adult ESL learners - document literacy
In-Reply-To: <FC296284F724334392D3C7D22CC4F22117112C@ntxbeus09.exchange.xchg>
Message-ID: <C2458953.2604%Elsa.Auerbach@umb.edu>

A word of caution: when using authentic materials, it?s important to be sure
they?re authentic for the learners, not just for the teachers. So, for
example, if students shop at local Chinese grocers, a flyer from a food
chain may not be authentic.  If you like, McDonald?s, your students might
not. It?s also important to consider the message you send as a teacher: are
you using mainly consumer products to teach literacy? Does that send a
message of preparing students to become good consumers.  An alternative is
to ask students themselves to bring in materials that they would like to
understand. Alternatively, they can take pictures of signs (with throw away
cameras) of signs or symbols that are confusing to them. They can bring in
mail that they get that?s difficult to understand and teachers can teach
genre conventions (where do you find the amount you have to pay on a bill?
Where do you find the due date?).  Elsa

On 4/12/07 7:26 PM, "Wrigley, Heide" <heide at literacywork.com> wrote:

> Hi, Joanne and others
>  
> As many of you know by now, one of the major findings of the What Works Study
> was that a set of instructional strategies we clustered under the heading of
> "Bringing in the Outside" made a significant difference in learner outcomes.
>  
> This finding is consistent with other research (Sticht, Purcell-Gates) that
> points to the importance of keeping adult language and literacy connected to
> the language and literacy tasks that students encounter in their daily lives
> (in the community; at work; in training).
>  
> It is indeed difficult to find authentic materials that are accessible to
> first level learners, especially if you are looking for "connected text"
> (written pieces that use paragraphs as part of prose literacy). Examples of
> document literacy, particularly environmental print, are much easier to find
> and they provide a great many opportunities to develop sight words, read for
> meaning, skim and scan for specific information, compare and contrast various
> texts and develop critical literacy (do we really think that this medicine
> will flush out fat and make us slim and thin?)-
>  
> Here is a listing that provides a great starting point (more on connected text
> later) 
>  
> 1. Authentic real life products that students can identify and talk about
> (what is it? Where do you find it? What is it for? Do you like it?) - these
> can include cans of food from the store, soft drink cans, fast food bags or
> wrappers; toothpaste tubes, aspirin bottles. Students can work in groups to
> discuss and categories or fill in charts - it's a great starting point for low
> level learners. If you want to see how these materials can be used as part of
> an assessment, go to www.clese.org <http://www.clese.org/> and click on
> "Reading Demonstration" and you'll see me work with Bessima, a woman from
> Bosnia who is a refugee who had never had the opportunity to go to school.
>  
> If you work with learners who don't have much experience with reading and
> writing in their own language, real materials (products, not just pictures)
> make a lot of sense as a starting point.
>  
> You then can move on to using print that students often see and are probably
> interested in and that contains lots of picture support.
>  
> 2. Grocery flyers, Sunday paper inserts, Home Depot ads and catalogues (tools,
> gear; department store)
>  
>  
> 3. Then you may want to move to environmental print that has some pictures
> (just because it's not as intimidating as print alone)
> Ads are great (you can have students design their own); TV schedules; magazine
> articles ("How to" are sometimes accessible but you may want to just start
> with the headings and pictures); brochures
>  
> 4. Next comes environmental print that does not have visual support but still
> reflects every day tasks. These might include:
> Lottery tickets; Penny Saver type ads; simple medicine labels, simple maps;
> utility bills; yard sale announcements; street signs; signs in and around the
> airport, etc;  
>  
> Basic reading development tends to move through the following stages
> ?       from recognition of common products and labels as a whole (how else
> would anyone manage to shop)
> ?       to being able to recognize a word when the product name appears
> clearly in a photograph with the logo prominent
> ?       to being able to read the word in question on a piece of paper when
> visual support is not there  (e.g., if Coca Cola or Crest is written on a
> drawing of a can and toothpaste
> ?       to being able to manipulate words (which word says ?coca? which word
> says ?cola?), 
> ?       to being able to manipulate the string of letters the word represents
> (if we take out the ?c? in cola ? what word is left?)
> ?       to being able to decode simple words (Cola and Lola; Mac and pack)
>  
> You can then, of course, use the products you?ve worked with, and categorize
> them into sound patterns so that you don?t have to do decontextualized phonics
> work, but can keep going back to real words that students recognize as you
> introduce new words that follow the same pattern. The beauty here is that you
> can use real products that the students know about and use at home (they can
> copy the labels at home and bring them in and do various forms of Word Sorts).
> We don?t see these types of activities in textbooks, since publishers, for
> good reason, don?t use real products.
>  
> By the way, even when doing phonics and decoding work with low level learners,
> I would still continue with recognitions and comprehension work around real
> things (including newspaper headlines or magazine articles on common topics),
> since comprehension is where the rubber hits the road in reading.
>  
> More on connected text later ? and I apologize Joanne if your learners are at
> much higher levels of proficiency than what is indicated here
>  
> All the best 
>  
> Soon more 
>  
>  
>  
>  
>  
>  
>  
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of Hartel, Joanne
> Sent: Wednesday, April 11, 2007 12:49 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 278] [Special Topics] What Works Study for Adult
> ESLLiteracy Students
>  
> I work at a a community-based adult education program.  We run two levels of
> ESL literacy classes, one for beginning speakers who may not be literate in
> their native languages or in English (although some in this level can read and
> write in a non-Roman alphabet.)  The other literacy class is for students who
> know the alphabet and can read very simple text. Both classes work with
> written material that is controlled for useful, every day vocabulary, length
> of sentences, and grammar.  In both levels, it is typical for students to be
> better at reading than at writing. We use a combination of a structured
> approach, including phonics, and more traditional ESL approaches that include
> listening and speaking activities. The students come from many different
> countries, including Haiti, Eritrea, Ethiopia, Nepal, and some Central
> American countries. I have two questions:
>  
> 1. I don't know of any standardized reading assessments for low level ESOL
> students.  I think the Woodcock-Johnson Basic Reading Skills Tests were
> developed for native speakers of English.  Was the comprehension subtest
> controlled for vocabulary that would be unfamiliar to someone who is a
> beginning speaker? In my experience teaching ESL literacy, ESOL students do
> not do well with nonsense words because they can't relate or get any meaning
> from them.  Also it is difficult for the test administrator to judge correct
> pronunciation of words and separate out issues due to second language
> interference.
>  
> 2. I've always had difficulty using authentic materials with beginning
> literacy students.  Can you suggest ways to use them without simplifying them
> so much that they don't resemble the real thing?
>  
> Thanks for all of your work.  I think this will be very useful to the field.
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics

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From abtom at mindspring.com  Sat Apr 14 08:42:44 2007
From: abtom at mindspring.com (A Tom)
Date: Sat, 14 Apr 2007 08:42:44 -0400
Subject: [SpecialTopics 288]  authentic text
Message-ID: <A47233EC-EA85-11DB-B801-000393A447BA@mindspring.com>

I have two thoughts about authentic text:
One is using them authentically, unlike one instructor who suggested 
using a pizza box as authentic text and then having the students find 
all the words with the letter P in them.  So, for example, a 
supermarket flier can be used to work with quantities (69 cents a pound 
vs 69 cents each) and for price comparison in a unit on food.
The other is that I don't have a problem modifying an original text for 
lower level students.  For example, I've made a lease and a doctor's 
office form for high beginners which are similar to but not as long or 
as complex as the ones I used as models.  By modifying it I can  be 
sure that I include the most important information without leaving my 
students totally baffled.  Abbie Tom

abtom at mindspring.com
Abbie Tom
Chapel Hill, NC

From kathleen at reynoldsthomas.org  Sat Apr 14 22:53:54 2007
From: kathleen at reynoldsthomas.org (Kathleen Reynolds)
Date: Sat, 14 Apr 2007 21:53:54 -0500
Subject: [SpecialTopics 289]  Authentic materials
Message-ID: <JCEGIDGBDJDEBMLHKEANIEOKDBAA.kathleen@reynoldsthomas.org>

Hi all

I'm new to this list--I teach Level 1 ESL at a community center in
Chicago--classes include many students with low levels of literacy/little
education in native countries.  I wanted to share a few thoughts on using
authentic materials in the low level ESL class:

- I often find it useful to modify the task rather than modifying an
authentic text.... so, for example, if we are looking at an apartment lease,
instead of re-writing the lease myself, I would have them read (scan?) for
specific information, not read line-by-line.  I find that when I modify
things, I tend to oversimplify them..... which is not to say that I never do
it, of course!
- Elsa's comments on what is authentic to me (teacher) vs. what is authentic
to my students definitely rings true for me.  I always ask students to bring
in examples of things they need to read in English, but finally (with some
clearer explanations, a lucky good lesson, and good old bribery(candy)) I am
managing to get more things.  Lots of children's homework (that was the
example lesson) and also lots of "junk" mail...  which has turned out to be
quite important to students.
- Having sudents bring things in is necessary and vital, especially for the
"bringing the outside in" element of "what works."  But I am realizing that
they are not sufficient to create the "rich" "exploration of a variety of
texts" that Drs. Wrigley and Condelli talk about.  For things like... poems,
short news articles, personal stories....  I need to find them.  When I as a
teacher am struggling to do a good job of teaching life skills in an
authentic and student-centered way, to go beyond that, to enrich that, to
teach a very full range of metacognitive and other reading skills
(especially things like phonics that I don't know that much about) sounds
like a huge challenge (but definitely an exciting one!)

Really enjoying this discussion.

Thanks!

Kathleen
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From djrosen at comcast.net  Sat Apr 14 23:21:28 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 14 Apr 2007 23:21:28 -0400
Subject: [SpecialTopics 290]  What Works Adult ESL/ESOL Study
Message-ID: <2B0860DF-42C5-4ABE-81E4-689D1E1B4E95@comcast.net>

Special Topics Discussion Colleagues,

This has been an enjoyable discussion, and I want to thank our  
guests, Heide Spruck Wrigley and Larry Condelli, for joining us this  
week and helping us to better understand the What Works for Adult ESL  
Students study.  I will leave the discussion open for a few more days  
in case others want  to add comments, but Heide and Larry may not be  
able to continue to join in, or answer every reply. Our agreement was  
that their participation would only continue through today.  Of  
course, they are welcome to continue if they wish.

I have a comment on the study and the discussion.  The study has  
impressed me with what we know as a result of this research but, like  
a good appetizer, it has whetted my appetite for more adult ESL/ESOL  
research. There are so many questions that yet need to be answered.

David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net

From cnaamh at rcn.com  Sun Apr 15 15:11:32 2007
From: cnaamh at rcn.com (Nicole Graves)
Date: Sun, 15 Apr 2007 15:11:32 -0400
Subject: [SpecialTopics 291] Re: fossilization
References: <OFC65DAFEF.4883D6E9-ON852572BC.004D4CEB-852572BC.004EFC3F@domino1.cuny.edu>
Message-ID: <017a01c77f97$7f1b18e0$98d8accf@cnadln21kxvbnn>

Hi all,

Recently, once again, two examples of interlanguage development and fossilization jumped at me.

The first one from a high level student who has been here 15 years: the person consistently used "privaty" for privacy.  You can see that having seen the word private on doors at work, at the gym, at school, etc. she made up the new word "privaty" applying whatever assumptions she was working with at the time.  I might have corrected her by repeating the correct form many times but I understood what she wanted to communicate.  My way of correcting her did not work.  It was not enough.  Because there was no breakdown in communication, there was no need to alter the utterance.  This week, I stopped and pointed out the mistake directly.  I also mentioned that other people might be confused and possibly would not understand.  We talked about the two words.  It was a five minutes direct instruction language awareness lesson.   She self-corrected after that for a short time.  She no longer uses the wrong word.

The second one is from a man who has been here more than 6 years but just entered a high intermediate class.  He had a smattering of English when he first arrived and got a job immediately.  He continued to develop his oral English skills over the years but had no time to attend classes until now.  When I interviewed him, he said he worked in a factory that had 3 shifts [shiftes].  In two months [monses], he would change his shift [shifte].  That would allow him to come to class.  I asked him how he would write shift and month.  He replied: shifte and monte.  You can see how he had applied a plural rule he got somewhere to use these words in the plural.  Another quick mini-lesson: no final "e" in either of these words.  After a final voiceless consonnant sound, the plural marker "s" is also voiceless.  He also learned to self-correct with prompting from the teacher at first and no longer makes the mistake.  I do not think that he has internalized the rule but he has corrected 2 words that appeared "fossilized".

Nicole B. Graves

  ----- Original Message ----- 
  From: Moira.Taylor at domino1.cuny.edu 
  To: specialtopics at nifl.gov 
  Cc: specialtopics at nifl.gov ; specialtopics-bounces at nifl.gov 
  Sent: Friday, April 13, 2007 10:22 AM
  Subject: [SpecialTopics 286] Re: fossilization

  Hi all - 

  I've been reading all week, and now how some time to respond.  I hope the following is useful. 

  First of all, I totally agree awareness is a critical element for working on fossilization issues. 

  And then, just to put another work into the mix, I was just reading a chapter (Chapter 9) in Ilona Leki's book "Understanding ESL Writers."  She writes about an interlanguage (an unstable language developed during the language learning process).   The student is on his/her way to developing the correct L2 form by receiving input, but this student stresses and ignores rules based on input.  For example, s/he may have learned about 3 person "S" and then overgeneralize the rule to modal forms (She cans...)  Eventually, s/he will stop as s/he practices more. 

  I'm simplifying, but what Leki says at the end of all this is:  "Normally, as language learners continue recieving input from the target language, their interlanguage reshapes itself in increasing conformity to the L2.  For reasons not completly understoond, however, certain interlanguage forms become fixed, or folssilized, and no amount of input seems to be able to induce a re-analysis of the fossilized form to put it more in line with the L2...Fossilized interlanguage forms are particularly difficult to alter, possibly because the learner is for whaterver reason unmotivated to identify completely with the target discours community." 

  She has more to say about what to do (this particular chapter is about correcting sentence level errors - what, how, why).  Worth a read I think. 

  Moira Taylor 

  Moira Taylor
  CUNY Adult Literacy Program
  101 West 31st St., Room 704 
  New York, NY 10001
  Tel: 212 652 2883
  Fax: 646 344 7329
  www.literacy.cuny.edu 

       "Nicole Graves" <cnaamh at rcn.com> 
        Sent by: specialtopics-bounces at nifl.gov 
        04/12/2007 04:05 PM 
        Please respond to specialtopics 
               
                To:        <specialtopics at nifl.gov> 
                cc:         
                Subject:        [SpecialTopics 284] Re: fossilization 

  Lynne,

  Language awareness works for fossilization too.  If you stop the student and 
  focus on one point and explain the differences or similarities, on the spot, 
  chances are the problem will go away.  When the student is ready to become 
  aware and you make the student aware, it always works.  One at a time.

  Nicole B. Graves
  ----- Original Message ----- 
  From: "Lynne Weintraub" <lynneweintraub at hotmail.com>
  To: <specialtopics at nifl.gov>
  Sent: Thursday, April 12, 2007 7:36 AM
  Subject: [SpecialTopics 283] Re: fossilization

  > Heide--the GED grammar question reminds me of a related question I've had 
  > on
  > my mind for a long time. Over the years, I have run into a number of
  > students who seem to be "fossilized" in their language development. They 
  > get
  > to a certain point, and then they just don't seem to make any progress
  > anymore in terms of pronunciation, structure, or even expanding their
  > vocabulary. Has any research been done on this problem? Do you have any
  > ideas on how to break through? I'd like to offer some hope (and 
  > strategies)
  > to their tutors, but so far I haven't found any that are genuinely
  > successful.
  > Lynne Weintraub
  >
  >
  >>From: "Wrigley, Heide" <heide at literacywork.com>
  >>Reply-To: specialtopics at nifl.gov
  >>To: <specialtopics at nifl.gov>
  >>Subject: [SpecialTopics 282] Re: (no subject) teaching grammar in the
  >>GEDclass
  >>Date: Wed, 11 Apr 2007 23:41:16 -0400
  >>
  >>Hi, Cheryl
  >>
  >>I'm sorry it took me awhile to get to the grammar question. I just got
  >>back from D.C. and am off to Austin in the morning, but here it goes.
  >>
  >>First of all, it is indeed very difficult to help students write with
  >>expression and help them develop their language skills so that they are
  >>able to write sentences that are grammatical. It is quite a challenge,
  >>especially once students are able to communicate quite well orally and
  >>aren't particularly keen on working on their grammar skills.
  >>
  >>Complicating the enterprise is the fact that at this level the
  >>difficulties that students have may differ from learner to learner so
  >>anything you teach to the entire class will probably bore some students
  >>(since it's not their problem) and frustrate others (cause they are not
  >>ready - given where they are in their language development - to absorb
  >>whatever rules you are presenting). So any time there is a presentation
  >>to the entire class on grammar at this level you may only have a few
  >>students who are with you. (Cheryl, correct me if I'm wrong in your
  >>case, since I am speaking in general terms and obviously don't know your
  >>students).
  >>
  >>One thing that doesn't work very well, is to have students write their
  >>paragraphs on the board and have everyone else point out the grammar
  >>mistakes. Students generally are not particularly engaged in what other
  >>students have written, particularly if asked to focus on form. And
  >>again, some students may be able to detect errors and correct them (and
  >>what are they learning?) while others are nowhere near ready and the
  >>explanations make no sense to them - again, if some of you have had
  >>great success with this strategy, let us know.
  >>
  >>Ok, here then are some strategies that you might try:
  >>
  >>1. There is a hypothesis in second language acquisition that
  >>emphasize the notion of "noticing" and holds that students won't be able
  >>to acquire accurate linguistic forms and structures, unless they first
  >>notice them, that is unless they pay attention to their own language and
  >>the language of others and say to themselves "oh, that's how it's said
  >>(or not said); this is how you write it; this is what people do"  And
  >>once student pay attention to these forms, it becomes easier for them to
  >>use correct forms or edit their own writing. So one suggestion I would
  >>make to build in your students a curiosity about language, an eagerness
  >>(well, may-be not eagerness, but an interest) in seeing how language
  >>works. This notion is also known as "language awareness" and it goes a
  >>long way in helping students pay attention to how the language they use
  >>in expressing their ideas is similar or different from the way other
  >>people say or write things.
  >> a. One way to help students build language awareness and
  >>look at their own language output is to ask students to circle the kinds
  >>of phrases or words that appear in their writing that they are not sure
  >>about. Sometimes students a way to self-correct, but you can also work
  >>with them to find better ways of expressing their ideas (sometimes that
  >>means fixing up the grammar and other times that means rephrasing a
  >>sentence and using a different structure altogether, one that the
  >>student is more familiar and comfortable with).  After you help students
  >>use fix-up strategies, you can then ask them to pay attention in their
  >>reading to see if they can identify the structure in question in other
  >>people's writing.
  >> b. Another way is to have students read their writings into
  >>a tape recorder and then listen to it again to see if it sounds right.
  >>I first saw this technique used when I was up in Vancouver at the
  >>Invergarry Learning Centre where Janet Isserlis taught for awhile. It
  >>was amazing to see how students would read their essays and then
  >>self-correct as they noticed that the language they used was awkward or
  >>ungrammatical. The tape recorder acted as a tool for editing and
  >>revision that was fun for students to use (many students I've known just
  >>hate rewriting - in their mind it was hard enough to put pen to paper
  >>and get their thoughts in writing, they don't want to prolong the
  >>agony). So the tape recorder adds a new dimension (students can just
  >>take turns using the machine as they finish their writings).
  >>
  >>Of course, building language awareness and helping students self-monitor
  >>their writing is only one strategy to help students gain greater
  >>accuracy in their writing. And self-monitoring is not a great deal of
  >>help if students don't have much experience with the standard ways of
  >>writing. So you may want to see if there are some common areas of
  >>difficulties that your students share (subject-verb agreement; passive
  >>constructions; irregular past verbs) and then teach mini-lessons that
  >>zero in on those areas. While some students respond well to rules
  >>because they are good at deductive thinking, others do much better when
  >>you present patterns of language and then draw their attention to the
  >>commonalities within these patterns - so that you help your students
  >>abstract the grammar rules from the sentences they see - helping them to
  >>get to the aha! moment. This approach is also known as "discovery
  >>grammar".
  >>
  >>If particular grammar forms are new to students and they need to know
  >>them because there are no simpler work-arounds, they will need some
  >>guided practice in using these forms in different ways so that they
  >>become internalized.  I would then include these structures in a grammar
  >>editing check-list that students can use when they look over their own
  >>writing - once again, building language awareness in the process.
  >>
  >>Another insight that might help you: Just correcting students each time
  >>you see a mistake in their writing and giving them a quick explanation
  >>generally doesn't work unless the student made a careless mistake. This
  >>sort of "drive-by" grammar lesson usually doesn't stick. It is much
  >>better, generally, to set some time aside, either with an individual
  >>student or with the group and ask the student(s) to focus on a
  >>linguistic form when they are not in the middle of writing or reading
  >>their writing to others.
  >>
  >>Finally - and you will notice a theme here - a lesson that I learned as
  >>an adult second language learner:  Quite a few of the mistakes that I
  >>made in writing English disappeared when I spent more time thinking
  >>about and discussing what it is I wanted to say and write.
  >>
  >>Quite often, at the intermediate levels, the language that learners use
  >>is muddled and the sentences awkward or ungrammatical, because the
  >>thinking is still fuzzy. Once a writer is clear on what it is exactly
  >>(s)he wants to say, it is easier to construct sentences that are clear
  >>and concise.
  >>
  >>I used this model of talking things through to discover what it is you
  >>want to write with my students when I taught Developmental Writing and
  >>for many students it did make a quite a difference.
  >>
  >>Others did need some structured lessons on the grammar they had missed
  >>along the way.
  >>
  >>So no silver bullet here (ha! another cultural reference to mess with
  >>the uninitiated).
  >>
  >>Good night all!
  >>
  >>Heide
  >>
  >>________________________________
  >>
  >>From: specialtopics-bounces at nifl.gov
  >>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl gentry
  >>Sent: Sunday, April 01, 2007 9:01 PM
  >>To: specialtopics at nifl.gov
  >>Subject: [SpecialTopics 261] (no subject)
  >>
  >>I teach GED at CRC...a prison in Norco, Calif. I have many students who
  >>grew up speaking Spanish in the home and have difficulty with English
  >>grammar. Are there any special tricks?
  >
  >
  >>-------------------------------
  >>National Institute for Literacy
  >>Special Topics mailing list
  >>SpecialTopics at nifl.gov
  >>To unsubscribe or change your subscription settings, please go to
  >>http://www.nifl.gov/mailman/listinfo/SpecialTopics
  >
  >
  > -------------------------------
  > National Institute for Literacy
  > Special Topics mailing list
  > SpecialTopics at nifl.gov
  > To unsubscribe or change your subscription settings, please go to 
  > http://www.nifl.gov/mailman/listinfo/SpecialTopics
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  >
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From heide at literacywork.com  Sun Apr 15 10:05:48 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Sun, 15 Apr 2007 10:05:48 -0400
Subject: [SpecialTopics 292] Re: What works - it ain't over till it's over
In-Reply-To: <2B0860DF-42C5-4ABE-81E4-689D1E1B4E95@comcast.net>
Message-ID: <FC296284F724334392D3C7D22CC4F221205E14@ntxbeus09.exchange.xchg>

Hello, all 

I still have a number of answers and comments that I would to post. What
had looked like a more or less "open time" when we first agreed to this
discussion turned into a week chock full of commitment and travel. I'll
now be a few days in the office and can field additional answers plus
pick up those we haven't responded to. I'm wrapping up my time in Austin
and flying back to NM this afternoon. More from there 

So stick with us for a few days if you have the time and are interested.

Be well, all thanks for putting you questions out there so far (and
thanks also to all the wonderful lurkers out there who are reading the
list and have commented privately

Heide

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Saturday, April 14, 2007 9:21 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 290] What Works Adult ESL/ESOL Study

Special Topics Discussion Colleagues,

This has been an enjoyable discussion, and I want to thank our  
guests, Heide Spruck Wrigley and Larry Condelli, for joining us this  
week and helping us to better understand the What Works for Adult ESL  
Students study.  I will leave the discussion open for a few more days  
in case others want  to add comments, but Heide and Larry may not be  
able to continue to join in, or answer every reply. Our agreement was  
that their participation would only continue through today.  Of  
course, they are welcome to continue if they wish.

I have a comment on the study and the discussion.  The study has  
impressed me with what we know as a result of this research but, like  
a good appetizer, it has whetted my appetite for more adult ESL/ESOL  
research. There are so many questions that yet need to be answered.

David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics

From heide at literacywork.com  Sun Apr 15 14:36:40 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Sun, 15 Apr 2007 14:36:40 -0400
Subject: [SpecialTopics 293]  brand names, print that stdents bring with them,
	vocabulary and moving toward "strategic competence"
In-Reply-To: <C2458953.2604%Elsa.Auerbach@umb.edu>
Message-ID: <FC296284F724334392D3C7D22CC4F22119EBAB@ntxbeus09.exchange.xchg>

Thanks for all the contributions around "authentic materials" - 
 
Thanks, Elsa Auerbach also for participating in this discussion and
challenging some of the ideas put forward. It makes this a more exciting
and worthwhile discussion as we grapple with what to teach to whom and
how and what difference it might make. I am hoping that the rest of you
will feel free to disagree or pose alternative views - and, as you have
done, offer your own ideas. 
 
Here are my two cents Coca Cola, doing literacy work around the print
materials that students bring to class, and the value of strategy-based
teaching:  
 
 I take Elsa's point about making sure that the materials we use as a
start are both known to the students and meaningful to them - and I had
a sinking feeling that the minute I mention Coca Cola and McDonald's,
the issue of teaching toward consumerism might come up. It is indeed an
issue to consider. A couple of thoughts on that one, before we move on
to connected text: 
 
1.	One reason we chose Coke and Micky D. in our assessment
materials because they are ubiquitous - if a student does NOT recognize
the logos, it does tell us something about their level of print
awareness. In our study, there was only one group, a group of elderly
Hmong refugees who did not recognize the Coca Cola can (whether by
color, logo or script and good for them). The knowledge that highly
popular consumer items are unfamiliar to our students indeed tells us
that we need to start at a different point. 
2.	Yep, if you use authentic materials to find out if students can
read and negotiate familiar print, you indeed have to find out what
print is familiar to them and asking students to bring in examples is,
of course, a great idea. 
	*	Much is to be learned from what students read or want to
read in L1 as well as in English and what kind of print materials baffle
them. Print in other language also offers opportunities for authentic
communication as students explain to the non-bilingual teacher or to
students who don't share the same language: What is it? What does it do
(what's it's function)? And what do some of the key words mean. Having
students teach other students and a the teacher a few words is a good
way to connect groups to each other and build community. 
	*	I know several teachers who model vocabulary learning,
by having the students teach them a few high frequency words a day from
their language. They write down the words on big flashcards, and in the
back, draw a picture or paste a photo of the word and write the English
equivalent underneath. They then show the students how they study the
words (look at the back, study the clue, predict the word and then turn
it over). A word you know goes into one pile - the ones who still have
trouble with goes in another. They then encourage the students to do the
same, with a few select words that are key to what's being studied or
that students really want to know and remember. And together they set a
few minutes aside to study the words. The students then work in pairs to
check each other, using the flash cards as tools - they count the words
they know and put them on a chart and keep working with the ones they
don't know and keep adding to them (it's ok to just give up on some
words because they are not all that important to you anymore and you
figure you'll never learn them and that has to be ok). The class then
checks the teacher on her new vocabulary. The trick is for the teacher
to take on enough of a challenge so the task is genuinely difficult ..
The class then continues with a number of other vocabulary learning
strategies - and each gets modeled and practiced - again, a lot of the
words come from words that students are curious about but there should
also be words that the teacher selects because they have high value in
terms of facilitating reading comprehension for the topics they class
has selected - 
	*	if you are working with speakers of Romance languages
(Spanish, Portuguese, Haitian Creole), there is a high value in making
students aware of cognates as a strategy for building skills in "word
study"- but that's a topic for another day
3.	As for the concern that we may be emphasizing consumerism by
focusing on brand news, flyers, catalogues, and ads, here are my
thoughts: 
	*	We are bombarded with consumer messages all day long and
so are most of our students. Why not take advantage of what's out there
and use it as an apportunity not just for reading, but for discussion.
There is great value in "problematizing" consumer messages - in taking
that Coke can and saying, what is it? What does it do? Who drinks it in
your family (a lot of the grandkids). Why is this the one product we
know? Where do you see it? Is it good for you? Wy or why not? What else
do people here drink? What do you drink? When you were little - what did
you drink? You can move the direction into a critical analysis of
marketing (who benefits?), of health and nutrition, and of alternative
ways of eating. It can also lead to parenting issues (how do you say
"no" to your children)
4.	A quick thought on having students bring in materials and
discussing them in class. Many times, I see teachers just do a quick
explanation and rephrasing of what those print artifacts are and what
they mean, and quite a few opportunities for language learning gets lost
because the discussions tend to be hit and miss and students tend to be
interested in their own piece but not necessarily in what others bring
in. 
	*	I like what some of you have suggested, asking students
to bring in example of print that they find interesting and that baffles
them and then collecting these pieces (copy, and, if necessary, black
out names, and number each piece). After students to their sorting, it
may be worthwhile to take one type of text with several examples and
study it further. 
	*	I think it is worthwhile to introduce reading strategies
specific to different kinds of print (labels, announcements, bills,
ads), so that students can see how to approach, navigate and make sense
of the different genres. 
	*	If you have enough examples for small groups, you can
ask the group to sort and categorize, filling out a chart (a literacy
activity in itself) that has them seek and record evidence such as what
is it? What is it's function, who sent it and why? who is it for? And,
is it current (date)? Is it urgent? Should I do something (is action
required?). Is there small print?  Why? 
	*	Most importantly, perhaps are the questions: What is the
central message here?  And What happens if I ignore it (USCIS letters;
IRS letters etc; letters from a court)
 
Through activities of this sort, we can teach students that different
kinds of environmental print are laid out differently and that there are
often indicators that give us a worthwhile clue although we may not yet
have the English skills to understand all the language in the text.
Just having the confidence and the competence necessary to approach a
new text can move students down the road to what is called "strategic
competence" (knowing what to do when your English is still not good
enough to understand it all or explain what you mean). 
 
Here's hoping you are all having a terrific weekend 
 
Heide
 
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Elsa Auerbach
Sent: Friday, April 13, 2007 5:24 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 287] Re: [Special Topics] authentic materials
for low literate adult ESL learners - document literacy
 
A word of caution: when using authentic materials, it's important to be
sure they're authentic for the learners, not just for the teachers. So,
for example, if students shop at local Chinese grocers, a flyer from a
food chain may not be authentic.  If you like, McDonald's, your students
might not. It's also important to consider the message you send as a
teacher: are you using mainly consumer products to teach literacy? Does
that send a message of preparing students to become good consumers.  An
alternative is to ask students themselves to bring in materials that
they would like to understand. Alternatively, they can take pictures of
signs (with throw away cameras) of signs or symbols that are confusing
to them. They can bring in mail that they get that's difficult to
understand and teachers can teach genre conventions (where do you find
the amount you have to pay on a bill? Where do you find the due date?).
Elsa

On 4/12/07 7:26 PM, "Wrigley, Heide" <heide at literacywork.com> wrote:
Hi, Joanne and others 
 
As many of you know by now, one of the major findings of the What Works
Study was that a set of instructional strategies we clustered under the
heading of "Bringing in the Outside" made a significant difference in
learner outcomes. 
 
This finding is consistent with other research (Sticht, Purcell-Gates)
that points to the importance of keeping adult language and literacy
connected to the language and literacy tasks that students encounter in
their daily lives (in the community; at work; in training). 
 
It is indeed difficult to find authentic materials that are accessible
to first level learners, especially if you are looking for "connected
text" (written pieces that use paragraphs as part of prose literacy).
Examples of document literacy, particularly environmental print, are
much easier to find and they provide a great many opportunities to
develop sight words, read for meaning, skim and scan for specific
information, compare and contrast various texts and develop critical
literacy (do we really think that this medicine will flush out fat and
make us slim and thin?)- 
 
Here is a listing that provides a great starting point (more on
connected text later) 
 
1. Authentic real life products that students can identify and talk
about (what is it? Where do you find it? What is it for? Do you like
it?) - these can include cans of food from the store, soft drink cans,
fast food bags or wrappers; toothpaste tubes, aspirin bottles. Students
can work in groups to discuss and categories or fill in charts - it's a
great starting point for low level learners. If you want to see how
these materials can be used as part of an assessment, go to
www.clese.org <http://www.clese.org/> <http://www.clese.org/>  and click
on "Reading Demonstration" and you'll see me work with Bessima, a woman
from Bosnia who is a refugee who had never had the opportunity to go to
school. 
 
If you work with learners who don't have much experience with reading
and writing in their own language, real materials (products, not just
pictures) make a lot of sense as a starting point. 
 
You then can move on to using print that students often see and are
probably interested in and that contains lots of picture support. 
 
2. Grocery flyers, Sunday paper inserts, Home Depot ads and catalogues
(tools, gear; department store) 
 
 
3. Then you may want to move to environmental print that has some
pictures (just because it's not as intimidating as print alone)
Ads are great (you can have students design their own); TV schedules;
magazine articles ("How to" are sometimes accessible but you may want to
just start with the headings and pictures); brochures
 
4. Next comes environmental print that does not have visual support but
still reflects every day tasks. These might include: 
Lottery tickets; Penny Saver type ads; simple medicine labels, simple
maps; utility bills; yard sale announcements; street signs; signs in and
around the airport, etc;  
 
Basic reading development tends to move through the following stages
*       from recognition of common products and labels as a whole (how
else would anyone manage to shop)
*       to being able to recognize a word when the product name appears
clearly in a photograph with the logo prominent
*       to being able to read the word in question on a piece of paper
when visual support is not there  (e.g., if Coca Cola or Crest is
written on a drawing of a can and toothpaste
*       to being able to manipulate words (which word says "coca" which
word says "cola"), 
*       to being able to manipulate the string of letters the word
represents (if we take out the "c" in cola - what word is left?) 
*       to being able to decode simple words (Cola and Lola; Mac and
pack) 

You can then, of course, use the products you've worked with, and
categorize them into sound patterns so that you don't have to do
decontextualized phonics work, but can keep going back to real words
that students recognize as you introduce new words that follow the same
pattern. The beauty here is that you can use real products that the
students know about and use at home (they can copy the labels at home
and bring them in and do various forms of Word Sorts). We don't see
these types of activities in textbooks, since publishers, for good
reason, don't use real products. 
 
By the way, even when doing phonics and decoding work with low level
learners, I would still continue with recognitions and comprehension
work around real things (including newspaper headlines or magazine
articles on common topics), since comprehension is where the rubber hits
the road in reading. 
 
More on connected text later - and I apologize Joanne if your learners
are at much higher levels of proficiency than what is indicated here 
 
All the best 
 
Soon more 
 
 
 
 
 
 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
<mailto:specialtopics-bounces at nifl.gov%5d>  On Behalf Of Hartel, Joanne
Sent: Wednesday, April 11, 2007 12:49 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 278] [Special Topics] What Works Study for Adult
ESLLiteracy Students
 
I work at a a community-based adult education program.  We run two
levels of ESL literacy classes, one for beginning speakers who may not
be literate in their native languages or in English (although some in
this level can read and write in a non-Roman alphabet.)  The other
literacy class is for students who know the alphabet and can read very
simple text. Both classes work with written material that is controlled
for useful, every day vocabulary, length of sentences, and grammar.  In
both levels, it is typical for students to be better at reading than at
writing. We use a combination of a structured approach, including
phonics, and more traditional ESL approaches that include listening and
speaking activities. The students come from many different countries,
including Haiti, Eritrea, Ethiopia, Nepal, and some Central American
countries. I have two questions: 
 
1. I don't know of any standardized reading assessments for low level
ESOL students.  I think the Woodcock-Johnson Basic Reading Skills Tests
were developed for native speakers of English.  Was the comprehension
subtest controlled for vocabulary that would be unfamiliar to someone
who is a beginning speaker? In my experience teaching ESL literacy, ESOL
students do not do well with nonsense words because they can't relate or
get any meaning from them.  Also it is difficult for the test
administrator to judge correct pronunciation of words and separate out
issues due to second language interference.
 
2. I've always had difficulty using authentic materials with beginning
literacy students.  Can you suggest ways to use them without simplifying
them so much that they don't resemble the real thing? 
 
Thanks for all of your work.  I think this will be very useful to the
field. 
-------------------------------
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To unsubscribe or change your subscription settings, please go to
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________________________________

-------------------------------
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From Janet_Isserlis at brown.edu  Sun Apr 15 10:45:16 2007
From: Janet_Isserlis at brown.edu (Isserlis, Janet)
Date: Sun, 15 Apr 2007 10:45:16 -0400
Subject: [SpecialTopics 294] Re: Authentic materials
References: <JCEGIDGBDJDEBMLHKEANIEOKDBAA.kathleen@reynoldsthomas.org>
Message-ID: <20EC1BB15C09F340A09A79FA1DBF9706019C2C2F@MAIL3.AD.Brown.Edu>

Kathleen's observation:

>- Having sudents bring things in is necessary and vital, especially for the "bringing the outside in" element of "what works."  But I am realizing that they are not sufficient to create the "rich" "exploration of a variety of texts" that Drs. Wrigley and Condelli talk about.  For things like... poems, short news articles, personal stories....  I need to find them.  When I as a teacher am struggling to do a good job of teaching life skills in an authentic and student-centered way, to go beyond that, to enrich that, to teach a very full range of metacognitive and other reading skills (especially things like phonics that I don't know that much about) sounds like a huge challenge (but definitely an exciting one!)

makes me think, too, of the work many of us do with Language Experience writing - where we/learners encode their spoken words into written form, as part of a process of helping new readers 'see' their words, and as part of a process of generating and using meaningful texts.  The next step[s] have to do with building bridges from those texts to other materials, relevant to learners but also generated from beyond the classroom, in order to help readers broaden their abilities to take on all kinds of texts.

Heide's hands-on work, particularly, has been helpful to many practitioners in broadening our practice and the kinds of texts and other materials we use with learners.

Janet Isserlis

-----Original Message-----
From: specialtopics-bounces at nifl.gov on behalf of Kathleen Reynolds
Sent: Sat 4/14/2007 10:53 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 289]  Authentic materials
 
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From LCondelli at air.org  Sun Apr 15 14:48:00 2007
From: LCondelli at air.org (Condelli, Larry)
Date: Sun, 15 Apr 2007 14:48:00 -0400
Subject: [SpecialTopics 295] Re: What Works Adult ESL/ESOL Study
References: <2B0860DF-42C5-4ABE-81E4-689D1E1B4E95@comcast.net>
Message-ID: <E9590ED2EF3FB24390F8D057513655B2676C91@dc1ex03.air.org>

Hi David,
 
Thank you the the opportunity to discuss the study.  I (and if I may speak for her) and Heide will be happy ot answer additonal questions, either posted here or emailed directly to us.
 
Regarding your comment on more research, I with colleagues from AIR and Dr. John Strucker, are just now beginning a new study of reading in instruction for adult ESL literacy students.  Perhaps someday (a few years from now) we will be discussing that!  But there really is a need for more research of all types in adult ESL in general.
 
All the best,
 
Larry Condelli

________________________________

From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
Sent: Sat 4/14/2007 11:21 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 290] What Works Adult ESL/ESOL Study

Special Topics Discussion Colleagues,

This has been an enjoyable discussion, and I want to thank our 
guests, Heide Spruck Wrigley and Larry Condelli, for joining us this 
week and helping us to better understand the What Works for Adult ESL 
Students study.  I will leave the discussion open for a few more days 
in case others want  to add comments, but Heide and Larry may not be 
able to continue to join in, or answer every reply. Our agreement was 
that their participation would only continue through today.  Of 
course, they are welcome to continue if they wish.

I have a comment on the study and the discussion.  The study has 
impressed me with what we know as a result of this research but, like 
a good appetizer, it has whetted my appetite for more adult ESL/ESOL 
research. There are so many questions that yet need to be answered.

David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net

-------------------------------
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To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics

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From djrosen at comcast.net  Sun Apr 15 20:22:48 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sun, 15 Apr 2007 20:22:48 -0400
Subject: [SpecialTopics 296]  What Works Study Discussion Extended
Message-ID: <4622C1D8.1010901@comcast.net>

Colleagues,

Heide and Larry have graciously agreed to continue the discussion for a 
few days, so if you have questions or comments you have not yet posted, 
please post them now.  I'll extend the discussion through this week.

David

David J. Rosen
Special Topics Discussion Moderator

From btondre at earthlink.net  Mon Apr 16 11:33:11 2007
From: btondre at earthlink.net (Barbara Tondre)
Date: Mon, 16 Apr 2007 10:33:11 -0500
Subject: [SpecialTopics 297] Re: Authentic materials
In-Reply-To: <20EC1BB15C09F340A09A79FA1DBF9706019C2C2F@MAIL3.AD.Brown.Edu>
References: <JCEGIDGBDJDEBMLHKEANIEOKDBAA.kathleen@reynoldsthomas.org>
	<20EC1BB15C09F340A09A79FA1DBF9706019C2C2F@MAIL3.AD.Brown.Edu>
Message-ID: <001401c7803c$8aa6d190$6601a8c0@Bobbie>

Hello from Texas!  I have been following the discussion.  It's always good
to hear from Heide and Larry as well as fellow practitioners from beyond...

 

Janet touched upon something that is so fundamental to this discussion, and
that is the basic preparation of ESL instructors.  Here in Texas, we have
been fortunate to have Heide work closely with us for a number of years in
an effort to build a foundation of knowledge among our very part time AE
instructors. 

 

Unfortunately, because of the overwhelming demand, AE often finds it
necessary to make ESL instruction assignments to those who are still
struggling to get a firm grasp on adult learning theory and the principles
of second language learning. In my work with Texas LEARNS and its response
to a legislative mandate that AE provide work-related ESL instruction, I am
constantly reminded that our efforts rest on a rather shaky foundation.  

 

Preparing program administrators and instructional staff to respond to the
work-related needs of adult English language learners - and to maintain a
balance between language learning and workforce skills development - is
quite a challenge. So I have to ask:  are there efforts out there that
require (or strongly encourage) administrators to guide their instructors
through a series of PD activities that help them incrementally develop
expertise vs. merely fulfill the annual PD requirement?  The Texas Teacher
Credential project is a model for this kind of professional development, but
it seems we need a multi-faceted tactical approach to move forward.  

 

Just wondering out loud...

 

Barbara Tondre-El Zorkani

Texas LEARNS

  

 

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From robinschwarz1 at aol.com  Mon Apr 16 11:13:06 2007
From: robinschwarz1 at aol.com (robinschwarz1 at aol.com)
Date: Mon, 16 Apr 2007 11:13:06 -0400
Subject: [SpecialTopics 298] Re: giving students a chance to think about
 writing and play with language
In-Reply-To: <FC296284F724334392D3C7D22CC4F22119EB9F@ntxbeus09.exchange.xchg>
Message-ID: <8C94E50DE8F946C-828-68FB@WEBMAIL-DC10.sysops.aol.com>

Hi all-- I am starting through unread messages from a while ago, so 
maybe this has already been discussed, but the use of first language 
for creative writing is seen as a perfectly viable method in TESOL-- I 
believe TESOL Matters, a quarterly publication from TESOL had a 
wonderful article a couple of years ago about having students write 
something in first language and then having them work on getting that 
into English.The instructor writing the article noted what a big change 
in attitude and connection occurred as students were finally able to 
express themselves.

In addition, Evangeline Stefanakis, who used to be at Harvard and is 
now, I think, at City College of NY, has done extensive work with 
portfolios with ESL learners suspected of having learning difficulties. 
  She has shown repeatedly that it is the lack of language skill 
((vocabulary) and writing skill in English that impedes writing, and 
often comprehension of course.  As part of the portfolios, Stefanakis 
has students write if possible in their first language to demonstrate 
that it is not a learning difficulty blocking writing. She also then 
has students work on getting their writing into English by learning 
what they need to do that.   Her workshops on this topic are very 
moving as she demonstrates that ESOL learners have so much to say but 
cannot yet say it in English. She has a book about this approach, but I 
cannot lay hands on it to give the exact title--sorry.

Robin Lovrien Schwarz

-----Original Message-----
From: heide at literacywork.com
To: specialtopics at nifl.gov
Sent: Tue, 10 Apr 2007 6:50 PM
Subject: [SpecialTopics 274] Re: giving students a chance to think 
about writing and play with language

   Hi, Elsa

  That makes total sense to me ? to explore different ways of telling 
the story (orally, in L1, through pictures) before committing oneself 
to writing.  I think, as a rule, we give way too little time to 
preparation when we ask students to write. Most of us tend to write 
much richer pieces when we have been given a chance to think things 
through, talk with others about it, and have a good idea of what a 
final product might look like.

  As ESL teachers we often see writing preparation and sharing models as 
stifling students? creativity, but it is really difficult to be 
creative in a language you don?t yet understand. If we don?t show 
students what we mean by vivid language and voice and, how will they 
develop the kind of writing that engages a reader? We cannot wait, I 
think, until we get to a GED class to talk about the power of writing 
and how to create powerful writing.  Why not start early on with simple 
poetry, rather than with those deadly little formulaic paragraphs we 
often see.

  One time I saw a very short piece written by a student that used the 
basic structure of ?my name is? I am from?? but at the end of her 
paragraph, she wrote ?that?s all!?  and that little phrase allowed her 
to come through as a person who could have fun with writing.

  More on grammar and study findings in the morning. Keep your questions 
and comments coming

 Heide

   --------

  From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Elsa Auerbach
 Sent: Tuesday, April 10, 2007 6:46 AM
 To: specialtopics at nifl.gov
  Subject: [SpecialTopics 269] Re: judicious use of the native language 
- Part 3 - translation and writing in L1

  A little anecdotal evidence here: I remember Paulo Freire once telling 
a story about his daughter?s teaching (I?m not totally sure I?m getting 
this right). She found that if students are allowed to write in their 
first language first (to develop their ideas, to figure out what they 
think, to write their way towards understanding) and THEN write in the 
second language (without translating, but having already explored their 
ideas), their L2 writing was much richer and more developed than texts 
written ?cold? in their L2. This implies NOT translating, but using L1 
almost as a way in to L2 writing. Elsa

 On 4/9/07 10:34 PM, "Wrigley, Heide" <heide at literacywork.com> wrote:

  Although the study did not address issues of having students write in 
L1 and then translate, here are a couple of thoughts (mine only)

  Translation has long been used in other countries to build language 
skills. Since the advent of the communicative approach to language 
teaching it has become out of favor. Translation workshops where 
students take work that they have created or other texts written in L1 
and then render them in English can be an excellent way to build 
language awareness and put language skills to use. Promising are 
approaches that engage students in translating brochures or other texts 
for a real audience, such as offering to translate a menu for a 
restaurant or a brochure for a local business. ?Backward translations? 
are a must in these cases.

  Workshops focused on translation are most appropriate for intermediate 
levels on up where students have the English skills necessary to 
translate more complex concepts and sophisticated language.

  I?m reluctant to endorse having students write in the native language 
and then translate in beginning literacy classes ? at that level, 
students tend to think that there is a one to one relationship between 
L1 words, phrases and structures and their L2 equivalents, and the 
translations tend to be both awkward and highly ungrammatical. In 
addition, we don?t want students to overly rely on translation but move 
them toward thinking in the target language.

  You do, however, make a very good point in terms of helping students 
to organize their ideas and think about what they want to say before 
asking them to write in English. This can be done in a number of ways. 
Here are some tips for teachers:

   * Introduce writing by using oral language first. Help students to 
compose the text orally, whether it is a story, a description, or a 
process. Make sure students have the language they need.
  * Connect oral language with writing through models such as the 
Language Experience Approach where the connections are obvious since 
students talk, read and write together as a group
  * Model what you want students to do in writing by giving an oral 
example (if you do it in writing, your students tend to copy what you 
said)
  * Dictate a few sentences that model what you want students to write 
that way they get practice in putting pen to paper without having to 
compose something from scratch (some may still copy but that?s also 
writing practice and they may not be ready to write on their own)
  * Allow students to think about and talk about their ideas in L1 or L2 
before you ask them to write. ? that process activates background 
knowledge and facilitates the composing process. In the beginning 
levels, let students know what they will be writing about over the next 
few days ? that?s not cheating, that?s giving your students a fighting 
chance
  * Invite students to draw a picture as a starting point, again giving 
them a chance to compose a story mentally before engaging in combat 
with vocabulary, grammar and spelling. Students can create a snapshot 
of a scene, create a strip story a la Chalk Talks, or draw an item, for 
example.

 It?s late ? back to the study tomorrow

 Heide

  --------

  From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Cameron Eileen
 Sent: Friday, April 06, 2007 12:40 AM
 To: specialtopics at nifl.gov
  Subject: [SpecialTopics 260] Three Questions Regarding Research 
Articles andRelated Topics in ESOL Instruction

  1. In the article "National Center for the Study of Adult Learning and 
Literacy: A Conversation With FOB... What Works for Adult ESL 
Students," it states that ESL students are better able to learn and 
understand English when the teacher or instructor of ESL is bilingual, 
in which case, the instructor can speak the students' native language 
or languages in order to clarify the students' understanding to further 
construct meaning. This statement is also made in the article "Real 
World Research: Combining Qualitative and Quantitative Research for 
Adult ESL." However, if a teacher or instructor is not bilingual, and 
they want to improve ESL students' written proficiency levels, should 
the instructor who is fluent only in English be encouraged to permit 
his or her ESL students to first write an essay or paragraph, depending 
upon the written assignment, within the student's own native language 
and then work closely with the student to translate that writing into 
English? Is this a recommended form of instruction? For one thing, 
allowing ESL students to write within their native languages helps the 
instructor familiarize themselves with languages that may be foreign to 
them. This can also help the student translate and interpret their own 
native language and correspond their thoughts and ideas within a 
contextualized English language. This can permit ESL students to 
demonstrate writing that displays clearer contextualized meanings. It 
also allows ESL students to demonstrate a complexity of thoughts and 
ideas as well as express critical, analytical thinking skills within 
written English, especially those ESL students who struggle with 
written English in terms of writing incoherent sentences or clauses, or 
students who write mere phrases or simple sentences with incorrect word 
choice and improper use of grammar. The article, "Real World Research," 
states "English learners who, for example, have good higher order 
reading strategies in their own language cannot call on those 
strategies to help them understand English texts until their 
understanding of English vocabulary and syntax are good enough to 
understand basic sentences and expressions." Can this same principle be 
applied to ESL students' written English?

  2. The article "Real World Research: Combining Qualitative and 
Quantitative Research for Adult ESL" briefly refers to the codings of a 
running record. A running record that is incorporated in the teaching 
of standard American English and literacy within elementary schools in 
this country is used in a way that teachers can determine a student's 
reading abilities and potentialities through close observation of a 
student's reading processes. Before a running record can be 
implemented, the teacher or instructor first must decipher the probable 
reading level of a particular student. For instance, the teacher must 
select a book that the student will easily be able to read along with 
selecting two other books that may be more challenging to this same 
student. Students must read 50 words within each of the three books. To 
correspond the running record in accordance with the student's reading, 
the teacher must listen closely and observe, paying strict attention to 
the student's substitution or replacement of words, repetition of 
words, omission of words, pronunciation and/or mispronunciation of 
words, and number of self-corrections the student makes during their 
reading. Once the student is finished reading 50 words within all three 
selected books, the teacher must add up all of the student's errors. 
The book in which the student made no less than five errors is selected 
for appropriate reading in terms of a substantiated reading level since 
it presents more of a challenge. However, a book in which a student 
makes more than five errors is considered too difficult for the student 
to read or comprehend. I brought this up because in a standard English 
or literacy class in grades K-12, a student can be placed within a 
specific reading level or group and is given reading material in 
accordance with that particular reading or grade level, as it pertains 
to a balanced literacy model in adherence with the curricular standards 
of a running record. Students are given reading material that is 
slightly more challenging in order to assist these students in 
mastering the English language. Once students have mastered the English 
language and have acquired appropriate English reading skills, they 
will be able to read books that are several reading or grade levels 
above their current reading performance level. Can a running record 
such as the one I have previousy described be applied within an adult 
literacy program for ESL students? Instead of using grocery store 
fliers, electricity bills, and immigration documents, can literature be 
incorporated in an adult literacy program for ESL students?

  3. In the research study discussed in the article "Instruction, 
Language, and Literacy: What Works Study for Adult ESL Literacy 
Students, the BEST Oral Interview was incorporated in measuring 
listening comprehension, communication, and fluency. In the footnote of 
that same research study, it states that the BEST Oral Interview also 
includes measures of pronunciation and a reading and writing score 
which were not used in the study. I would actually like to know more 
about those measures of pronunciation, reading, and writing, and how 
they are assessed in determining a student's perfomance level. 
Recently, I completed a training session for both print-based and the 
computer-adaptive BEST PLUS software program which measures the same 
items that were measured in the research study 1)listening 
comprehension, 2) language complexity or fluency, and 3) communication. 
When I completed the training session in BEST PLUS there was no mention 
of scoring for pronunciation, reading, or writing. Also, I wanted to 
know if these measurements had been included in your research study, 
would it have any effect on the students' performance levels 
quantitatively? Also would it have any statistical significance 
whatsoever in this particular research study if these variables had 
been taken into consideration when the BEST Oral Interview was 
administered?

  --------

 Need Mail bonding?
  Go to the Yahoo! Mail Q&A 
<http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTEw
OARfcwMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&amp
;sid=396546091> for great tips from Yahoo! Answers 
<http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTEw
OARfcwMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&amp
;sid=396546091> users.

  --------

 -------------------------------
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 Special Topics mailing list
 SpecialTopics at nifl.gov
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From robinschwarz1 at aol.com  Mon Apr 16 11:22:48 2007
From: robinschwarz1 at aol.com (robinschwarz1 at aol.com)
Date: Mon, 16 Apr 2007 11:22:48 -0400
Subject: [SpecialTopics 299] Re: giving students a chance to think
 aboutwriting and play with language
In-Reply-To: <BAY132-F193A3E4475325D86736DC8B5F0@phx.gbl>
Message-ID: <8C94E5239C484D8-828-6993@WEBMAIL-DC10.sysops.aol.com>

What Ellen is doing here is developing the CALPS I talk about all the 
time. I noted that CALPS require many years to become strong enough for 
learners to do work as native speakers do, which is what writing pretty 
much requires.   And I would like to point out again that cultural 
differences in the way text is organized and accessed are quite 
significant.  WE should never assume that readers and writers from 
other cultures understand our way of doing things automatically--nor 
accept that it is the right way to write.   I think I referred to a 
book called "Listening to the World," Cultural Issues in Academic 
Writing (Helen Fox), in which the author explored the phenomenon of 
college foreign students who cdo assignments the way they think they 
should be done and pay no attention to their American college 
professors' assignment formats etc.  Culture is a pretty powerful 
influence!!

(This book was written over a decade ago but reviewed in the Spring 
2006 issue of Progress, the newsletter from the Virginia Adult Learning 
Resource Center  www.valrc.org)

Robin Lovrien Schwarz

-----Original Message-----
From: iceberg900 at hotmail.com
To: specialtopics at nifl.gov
Sent: Wed, 11 Apr 2007 8:58 AM
Subject: [SpecialTopics 276] Re: giving students a chance to think 
aboutwriting and play with language

   Heidi - I'm a volunteer that teaches GED in a correctional setting - 
I get the students starting to write from the very start (right at the 
intake). I am not a trained professional in this field but seem to have 
success with getting the students to write. I get ones who "hate it" or 
"I can't do it" from the onset but enjoy it, and succeed at writing a 
somewhat interesting paragraph, at the end. I mostly emplore them to 
write about themselves using a particular issue. I spend a lot of time 
talking with them, provoking thought about different issues, how the 
issue might apply to them or their family or their friends. Once I get 
them comfortable in the talking stage, I then have them start to put 
the words to paper and show them simple things to do to improve on what 
it is they are trying to say. I could go on and on but I think you 
catch the drift. With a student from Africa who did not understand 
American culture, and especially black American culture, we had to 
spend a lot of time explaining idioms, euphemisms & colloquialisms.

  I guess my main point is, it seems that I have to do a lot of work on 
the verbal end before they master the writing part. Once they start 
putting their thoughts on paper then we slowly start to work on 
structure (I even have to work on pennmanship for what is the point of 
writing if no one can read it). The important thing for me is to keep 
feeding back what it is that they have written and seeing if I am 
interpreting according to what they meant to say and keeping working 
forward from this point. In my experience, teaching them structure from 
the onset does not seem to work. It seems to be a relationship thing 
but mostly verbalizing everything seems key to their engagement and 
participation.

  By the way - I usually participate in your forums from a distance 
(reading only to pick up thoughts, ideas and tips). I actually don't 
feel qualified to participate at the level that all of you participate. 
I hope my thoughts have made a difference.

Ellen Berg
Customized Business Services, LLC
POB 214
Washington VA 22747-0214
540-827-4498 (INet Phone)

 540-987-8248 (Home Phone)

  Be kinder than necessary. Because everyone you meet is fighting some 
kind of battle.

  Please be aware that e-mail is NOT a secured communication vehicle, 
and that others may in certain circumstances be able to view its 
contents. As a result, while we are happy to provide this information 
by e-mail, we do NOT conduct actual business transactions by e-mail. 
Please contact the sender directly if you have any concerns about this 
message.
  This communication is a confidential and proprietary business 
communication. It is intended solely for the use of the designated 
recipient(s). If this communication is received in error, please 
contact the sender and delete this communication.

  --------
 From: "Wrigley, Heide" <heide at literacywork.com>
Reply-To: specialtopics at nifl.gov
To: <specialtopics at nifl.gov>
Subject: [SpecialTopics 274] Re: giving students a chance to think 
aboutwriting and play with language
Date: Tue, 10 Apr 2007 19:50:29 -0400

  Hi, Elsa

  That makes total sense to me ? to explore different ways of telling 
the story (orally, in L1, through pictures) before committing oneself 
to writing.  I think, as a rule, we give way too little time to 
preparation when we ask students to write. Most of us tend to write 
much richer pieces when we have been given a chance to think things 
through, talk with others about it, and have a good idea of what a 
final product might look like.

  As ESL teachers we often see writing preparation and sharing models as 
stifling students? creativity, but it is really difficult to be 
creative in a language you don?t yet understand. If we don?t show 
students what we mean by vivid language and voice and, how will they 
develop the kind of writing that engages a reader? We cannot wait, I 
think, until we get to a GED class to talk about the power of writing 
and how to create powerful writing.  Why not start early on with simple 
poetry, rather than with those deadly little formulaic paragraphs we 
often see.

  One time I saw a very short piece written by a student that used the 
basic structure of ?my name is? I am from?? but at the end of her 
paragraph, she wrote ?that?s all!?  and that little phrase allowed her 
to come through as a person who could have fun with writing.

  More on grammar and study findings in the morning. Keep your questions 
and comments coming

 Heide

   --------

  From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Elsa Auerbach
Sent: Tuesday, April 10, 2007 6:46 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 269] Re: judicious use of the native language - 
Part 3 - translation and writing in L1

  A little anecdotal evidence here: I remember Paulo Freire once telling 
a story about his daughter?s teaching (I?m not totally sure I?m getting 
this right). She found that if students are allowed to write in their 
first language first (to develop their ideas, to figure out what they 
think, to write their way towards understanding) and THEN write in the 
second language (without translating, but having already explored their 
ideas), their L2 writing was much richer and more developed than texts 
written ?cold? in their L2. This implies NOT translating, but using L1 
almost as a way in to L2 writing. Elsa

On 4/9/07 10:34 PM, "Wrigley, Heide" <heide at literacywork.com> wrote:

  Although the study did not address issues of having students write in 
L1 and then translate, here are a couple of thoughts (mine only)

Translation has long been used in other countries to build language 
skills. Since the advent of the communicative approach to language 
teaching it has become out of favor. Translation workshops where 
students take work that they have created or other texts written in L1 
and then render them in English can be an excellent way to build 
language awareness and put language skills to use. Promising are 
approaches that engage students in translating brochures or other texts 
for a real audience, such as offering to translate a menu for a 
restaurant or a brochure for a local business. ?Backward translations? 
are a must in these cases.

Workshops focused on translation are most appropriate for intermediate 
levels on up where students have the English skills necessary to 
translate more complex concepts and sophisticated language.

I?m reluctant to endorse having students write in the native language 
and then translate in beginning literacy classes ? at that level, 
students tend to think that there is a one to one relationship between 
L1 words, phrases and structures and their L2 equivalents, and the 
translations tend to be both awkward and highly ungrammatical. In 
addition, we don?t want students to overly rely on translation but move 
them toward thinking in the target language.

You do, however, make a very good point in terms of helping students to 
organize their ideas and think about what they want to say before 
asking them to write in English. This can be done in a number of ways. 
Here are some tips for teachers:

   * Introduce writing by using oral language first. Help students to 
compose the text orally, whether it is a story, a description, or a 
process. Make sure students have the language they need.
  * Connect oral language with writing through models such as the 
Language Experience Approach where the connections are obvious since 
students talk, read and write together as a group
  * Model what you want students to do in writing by giving an oral 
example (if you do it in writing, your students tend to copy what you 
said)
  * Dictate a few sentences that model what you want students to write 
that way they get practice in putting pen to paper without having to 
compose something from scratch (some may still copy but that?s also 
writing practice and they may not be ready to write on their own)
  * Allow students to think about and talk about their ideas in L1 or L2 
before you ask them to write. ? that process activates background 
knowledge and facilitates the composing process. In the beginning 
levels, let students know what they will be writing about over the next 
few days ? that?s not cheating, that?s giving your students a fighting 
chance
  * Invite students to draw a picture as a starting point, again giving 
them a chance to compose a story mentally before engaging in combat 
with vocabulary, grammar and spelling. Students can create a snapshot 
of a scene, create a strip story a la Chalk Talks, or draw an item, for 
example.

It?s late ? back to the study tomorrow

Heide

  --------

  From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Cameron Eileen
Sent: Friday, April 06, 2007 12:40 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 260] Three Questions Regarding Research 
Articles andRelated Topics in ESOL Instruction

1. In the article "National Center for the Study of Adult Learning and 
Literacy: A Conversation With FOB... What Works for Adult ESL 
Students," it states that ESL students are better able to learn and 
understand English when the teacher or instructor of ESL is bilingual, 
in which case, the instructor can speak the students' native language 
or languages in order to clarify the students' understanding to further 
construct meaning. This statement is also made in the article "Real 
World Research: Combining Qualitative and Quantitative Research for 
Adult ESL." However, if a teacher or instructor is not bilingual, and 
they want to improve ESL students' written proficiency levels, should 
the instructor who is fluent only in English be encouraged to permit 
his or her ESL students to first write an essay or paragraph, depending 
upon the written assignment, within the student's own native language 
and then work closely with the student to translate that writing into 
English? Is this a recommended form of instruction? For one thing, 
allowing ESL students to write within their native languages helps the 
instructor familiarize themselves with languages that may be foreign to 
them. This can also help the student translate and interpret their own 
native language and correspond their thoughts and ideas within a 
contextualized English language. This can permit ESL students to 
demonstrate writing that displays clearer contextualized meanings. It 
also allows ESL students to demonstrate a complexity of thoughts and 
ideas as well as express critical, analytical thinking skills within 
written English, especially those ESL students who struggle with 
written English in terms of writing incoherent sentences or clauses, or 
students who write mere phrases or simple sentences with incorrect word 
choice and improper use of grammar. The article, "Real World Research," 
states "English learners who, for example, have good higher order 
reading strategies in their own language cannot call on those 
strategies to help them understand English texts until their 
understanding of English vocabulary and syntax are good enough to 
understand basic sentences and expressions." Can this same principle be 
applied to ESL students' written English?

2. The article "Real World Research: Combining Qualitative and 
Quantitative Research for Adult ESL" briefly refers to the codings of a 
running record. A running record that is incorporated in the teaching 
of standard American English and literacy within elementary schools in 
this country is used in a way that teachers can determine a student's 
reading abilities and potentialities through close observation of a 
student's reading processes. Before a running record can be 
implemented, the teacher or instructor first must decipher the probable 
reading level of a particular student. For instance, the teacher must 
select a book that the student will easily be able to read along with 
selecting two other books that may be more challenging to this same 
student. Students must read 50 words within each of the three books. To 
correspond the running record in accordance with the student's reading, 
the teacher must listen closely and observe, paying strict attention to 
the student's substitution or replacement of words, repetition of 
words, omission of words, pronunciation and/or mispronunciation of 
words, and number of self-corrections the student makes during their 
reading. Once the student is finished reading 50 words within all three 
selected books, the teacher must add up all of the student's errors. 
The book in which the student made no less than five errors is selected 
for appropriate reading in terms of a substantiated reading level since 
it presents more of a challenge. However, a book in which a student 
makes more than five errors is considered too difficult for the student 
to read or comprehend. I brought this up because in a standard English 
or literacy class in grades K-12, a student can be placed within a 
specific reading level or group and is given reading material in 
accordance with that particular reading or grade level, as it pertains 
to a balanced literacy model in adherence with the curricular standards 
of a running record. Students are given reading material that is 
slightly more challenging in order to assist these students in 
mastering the English language. Once students have mastered the English 
language and have acquired appropriate English reading skills, they 
will be able to read books that are several reading or grade levels 
above their current reading performance level. Can a running record 
such as the one I have previousy described be applied within an adult 
literacy program for ESL students? Instead of using grocery store 
fliers, electricity bills, and immigration documents, can literature be 
incorporated in an adult literacy program for ESL students?

3. In the research study discussed in the article "Instruction, 
Language, and Literacy: What Works Study for Adult ESL Literacy 
Students, the BEST Oral Interview was incorporated in measuring 
listening comprehension, communication, and fluency. In the footnote of 
that same research study, it states that the BEST Oral Interview also 
includes measures of pronunciation and a reading and writing score 
which were not used in the study. I would actually like to know more 
about those measures of pronunciation, reading, and writing, and how 
they are assessed in determining a student's perfomance level. 
Recently, I completed a training session for both print-based and the 
computer-adaptive BEST PLUS software program which measures the same 
items that were measured in the research study 1)listening 
comprehension, 2) language complexity or fluency, and 3) communication. 
When I completed the training session in BEST PLUS there was no mention 
of scoring for pronunciation, reading, or writing. Also, I wanted to 
know if these measurements had been included in your research study, 
would it have any effect on the students' performance levels 
quantitatively? Also would it have any statistical significance 
whatsoever in this particular research study if these variables had 
been taken into consideration when the BEST Oral Interview was 
administered?

  --------

 Need Mail bonding?
Go to the Yahoo! Mail Q&A 
<http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTEw
OARfcwMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&amp
;sid=396546091> for great tips from Yahoo! Answers 
<http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTEw
OARfcwMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&amp
;sid=396546091> users.

  --------

 -------------------------------
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To unsubscribe or change your subscription settings, please go to 
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics

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=0

From heide at literacywork.com  Mon Apr 16 17:40:24 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Mon, 16 Apr 2007 17:40:24 -0400
Subject: [SpecialTopics 300] Re: interlanguage, fossilization,
	and corrective feedback
In-Reply-To: <017a01c77f97$7f1b18e0$98d8accf@cnadln21kxvbnn>
Message-ID: <FC296284F724334392D3C7D22CC4F221206111@ntxbeus09.exchange.xchg>

Hi, Nicole and others who have written on issues of fossilization,
interlanguage (and implicitly error correction), and building language
awareness through the explicit teaching of mini-lessons.  We appreciate
both your examples and your insights
 
I wanted to make sure that we don't leave new teachers or those who come
to adult ESL from other fields in the dust, so I wanted to stop for a
minute and add a few definitions: 
 
Interlanguage:  All second language learners make language errors.
Errors are part of language learning. We make "mistakes" as we try to
create the target language (L2) in our minds. The language we produce in
the early stages of proficiency is only an approximation of the target
language, the language we are trying to learn. Since you cannot memorize
a new language, mistakes must happen.  The language that learners use on
their way to proficiency is often referred to as "interlanguage."  As
students learn and acquire more language through various forms of input
(noticing; practicing; studying, using the language in various
contexts), they make fewer language errors and get closer to full
proficiency. So a student's interlanguage is changing all the time,
based on the "input" they receive (what they hear and read), and the
"output" they are asked to produce (speaking, communicating with others;
presenting). There is some evidence that "corrective feedback"
judiciously applied (more on that later) can help students notice the
errors they make, correct them, and move forward, self monitoring and
self-correcting down the road. 
 
As several others pointed out, creating mini-lessons around some of the
sticky points (where students keep making the same mistake over and
over) can be really helpful, if students are indeed ready in their
language development to understand and integrate new knowledge about
language into their existing knowledge (schema).  You can try to explain
how present perfect or how hypotheticals work in the beginning ESL class
(if I had had the money, I would have bought the car), but your students
will not be ready to take in sophisticated structures of this sort. So
you will hear "I be here 5 years" or "I am here 5 years" or "I have 5
years here" but probably not, "I've been here for five years"  - so
whatever your Level 1 students say when you ask them "how long have you
been in the United States,"  that's interlanguage. 
 
Fossilization. At any time in the learning process a student may become
stuck in some level of interlanguage and may make the same mistakes over
and over again - and language development does not seem to move forward.
That's called fossilization. I've know older students who seem to have
decided that their language skills are close enough and they aren't all
that interested in improving their grammar. Those may be the students
that Lynn (Weintraub was talking about). In many cases, the strategies
we mentioned do get learners moving forward, in others, the learners
seem so focused on communication that little noticing of form takes
place. Perhaps asking learners straight out: 
 
Do you want to improve your English?  If so, which part of English?
(vocabulary, comprehension, pronunciation, grammar). We can then ask
students to identify language they are not sure about (from an audio
tape of their story or a written piece). Or as Nicole explains below, we
can keep trying to isolate a pattern and offer insights. 
 
Corrective feedback: This much we know: If corrective feedback (input
focused on errors, such as "recasting" has to have any effect, it must
be selective, judiciously applied and offered at optimal times (NOT,
when the student is trying to tell us something important - correcting
at that point can be really insulting and most likely make no
difference). 
 
Language learning is extraordinarily complex and so is language teaching
- knowing what to correct, when, why and how (and when to leave things
alone) may be one of the most critical skills new teachers need to
learn. 
 
Examples, anyone? 
 
Heide
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Nicole Graves
Sent: Sunday, April 15, 2007 1:12 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 291] Re: fossilization
 
Hi all,
 
Recently, once again, two examples of interlanguage development and
fossilization jumped at me.
 
The first one from a high level student who has been here 15 years: the
person consistently used "privaty" for privacy.  You can see that having
seen the word private on doors at work, at the gym, at school, etc. she
made up the new word "privaty" applying whatever assumptions she was
working with at the time.  I might have corrected her by repeating the
correct form many times but I understood what she wanted to communicate.
My way of correcting her did not work.  It was not enough.  Because
there was no breakdown in communication, there was no need to alter the
utterance.  This week, I stopped and pointed out the mistake directly.
I also mentioned that other people might be confused and possibly would
not understand.  We talked about the two words.  It was a five minutes
direct instruction language awareness lesson.   She self-corrected after
that for a short time.  She no longer uses the wrong word.
 
The second one is from a man who has been here more than 6 years but
just entered a high intermediate class.  He had a smattering of English
when he first arrived and got a job immediately.  He continued to
develop his oral English skills over the years but had no time to attend
classes until now.  When I interviewed him, he said he worked in a
factory that had 3 shifts [shiftes].  In two months [monses], he would
change his shift [shifte].  That would allow him to come to class.  I
asked him how he would write shift and month.  He replied: shifte and
monte.  You can see how he had applied a plural rule he got somewhere to
use these words in the plural.  Another quick mini-lesson: no final "e"
in either of these words.  After a final voiceless consonnant sound, the
plural marker "s" is also voiceless.  He also learned to self-correct
with prompting from the teacher at first and no longer makes the
mistake.  I do not think that he has internalized the rule but he has
corrected 2 words that appeared "fossilized".
 
Nicole B. Graves
 
 
	----- Original Message ----- 
	From: Moira.Taylor at domino1.cuny.edu 
	To: specialtopics at nifl.gov 
	Cc: specialtopics at nifl.gov ; specialtopics-bounces at nifl.gov 
	Sent: Friday, April 13, 2007 10:22 AM
	Subject: [SpecialTopics 286] Re: fossilization
	 
	
	Hi all - 
	
	I've been reading all week, and now how some time to respond.  I
hope the following is useful. 
	
	First of all, I totally agree awareness is a critical element
for working on fossilization issues. 
	
	And then, just to put another work into the mix, I was just
reading a chapter (Chapter 9) in Ilona Leki's book "Understanding ESL
Writers."  She writes about an interlanguage (an unstable language
developed during the language learning process).   The student is on
his/her way to developing the correct L2 form by receiving input, but
this student stresses and ignores rules based on input.  For example,
s/he may have learned about 3 person "S" and then overgeneralize the
rule to modal forms (She cans...)  Eventually, s/he will stop as s/he
practices more. 
	
	I'm simplifying, but what Leki says at the end of all this is:
"Normally, as language learners continue recieving input from the target
language, their interlanguage reshapes itself in increasing conformity
to the L2.  For reasons not completly understoond, however, certain
interlanguage forms become fixed, or folssilized, and no amount of input
seems to be able to induce a re-analysis of the fossilized form to put
it more in line with the L2...Fossilized interlanguage forms are
particularly difficult to alter, possibly because the learner is for
whaterver reason unmotivated to identify completely with the target
discours community." 
	
	She has more to say about what to do (this particular chapter is
about correcting sentence level errors - what, how, why).  Worth a read
I think. 
	
	Moira Taylor 
	
	Moira Taylor
	CUNY Adult Literacy Program
	101 West 31st St., Room 704 
	New York, NY 10001
	Tel: 212 652 2883
	Fax: 646 344 7329
	www.literacy.cuny.edu 
	
	
 
"Nicole Graves" <cnaamh at rcn.com> 
Sent by: specialtopics-bounces at nifl.gov 
04/12/2007 04:05 PM 
Please respond to specialtopics 
        
        To:        <specialtopics at nifl.gov> 
        cc:         
        Subject:        [SpecialTopics 284] Re: fossilization
	
	
	
	Lynne,
	
	Language awareness works for fossilization too.  If you stop the
student and 
	focus on one point and explain the differences or similarities,
on the spot, 
	chances are the problem will go away.  When the student is ready
to become 
	aware and you make the student aware, it always works.  One at a
time.
	
	Nicole B. Graves
	----- Original Message ----- 
	From: "Lynne Weintraub" <lynneweintraub at hotmail.com>
	To: <specialtopics at nifl.gov>
	Sent: Thursday, April 12, 2007 7:36 AM
	Subject: [SpecialTopics 283] Re: fossilization
	
	
	> Heide--the GED grammar question reminds me of a related
question I've had 
	> on
	> my mind for a long time. Over the years, I have run into a
number of
	> students who seem to be "fossilized" in their language
development. They 
	> get
	> to a certain point, and then they just don't seem to make any
progress
	> anymore in terms of pronunciation, structure, or even
expanding their
	> vocabulary. Has any research been done on this problem? Do you
have any
	> ideas on how to break through? I'd like to offer some hope
(and 
	> strategies)
	> to their tutors, but so far I haven't found any that are
genuinely
	> successful.
	> Lynne Weintraub
	>
	>
	>>From: "Wrigley, Heide" <heide at literacywork.com>
	>>Reply-To: specialtopics at nifl.gov
	>>To: <specialtopics at nifl.gov>
	>>Subject: [SpecialTopics 282] Re: (no subject) teaching grammar
in the
	>>GEDclass
	>>Date: Wed, 11 Apr 2007 23:41:16 -0400
	>>
	>>Hi, Cheryl
	>>
	>>I'm sorry it took me awhile to get to the grammar question. I
just got
	>>back from D.C. and am off to Austin in the morning, but here
it goes.
	>>
	>>First of all, it is indeed very difficult to help students
write with
	>>expression and help them develop their language skills so that
they are
	>>able to write sentences that are grammatical. It is quite a
challenge,
	>>especially once students are able to communicate quite well
orally and
	>>aren't particularly keen on working on their grammar skills.
	>>
	>>Complicating the enterprise is the fact that at this level the
	>>difficulties that students have may differ from learner to
learner so
	>>anything you teach to the entire class will probably bore some
students
	>>(since it's not their problem) and frustrate others (cause
they are not
	>>ready - given where they are in their language development -
to absorb
	>>whatever rules you are presenting). So any time there is a
presentation
	>>to the entire class on grammar at this level you may only have
a few
	>>students who are with you. (Cheryl, correct me if I'm wrong in
your
	>>case, since I am speaking in general terms and obviously don't
know your
	>>students).
	>>
	>>One thing that doesn't work very well, is to have students
write their
	>>paragraphs on the board and have everyone else point out the
grammar
	>>mistakes. Students generally are not particularly engaged in
what other
	>>students have written, particularly if asked to focus on form.
And
	>>again, some students may be able to detect errors and correct
them (and
	>>what are they learning?) while others are nowhere near ready
and the
	>>explanations make no sense to them - again, if some of you
have had
	>>great success with this strategy, let us know.
	>>
	>>Ok, here then are some strategies that you might try:
	>>
	>>1. There is a hypothesis in second language acquisition that
	>>emphasize the notion of "noticing" and holds that students
won't be able
	>>to acquire accurate linguistic forms and structures, unless
they first
	>>notice them, that is unless they pay attention to their own
language and
	>>the language of others and say to themselves "oh, that's how
it's said
	>>(or not said); this is how you write it; this is what people
do"  And
	>>once student pay attention to these forms, it becomes easier
for them to
	>>use correct forms or edit their own writing. So one suggestion
I would
	>>make to build in your students a curiosity about language, an
eagerness
	>>(well, may-be not eagerness, but an interest) in seeing how
language
	>>works. This notion is also known as "language awareness" and
it goes a
	>>long way in helping students pay attention to how the language
they use
	>>in expressing their ideas is similar or different from the way
other
	>>people say or write things.
	>> a. One way to help students build language awareness and
	>>look at their own language output is to ask students to circle
the kinds
	>>of phrases or words that appear in their writing that they are
not sure
	>>about. Sometimes students a way to self-correct, but you can
also work
	>>with them to find better ways of expressing their ideas
(sometimes that
	>>means fixing up the grammar and other times that means
rephrasing a
	>>sentence and using a different structure altogether, one that
the
	>>student is more familiar and comfortable with).  After you
help students
	>>use fix-up strategies, you can then ask them to pay attention
in their
	>>reading to see if they can identify the structure in question
in other
	>>people's writing.
	>> b. Another way is to have students read their writings into
	>>a tape recorder and then listen to it again to see if it
sounds right.
	>>I first saw this technique used when I was up in Vancouver at
the
	>>Invergarry Learning Centre where Janet Isserlis taught for
awhile. It
	>>was amazing to see how students would read their essays and
then
	>>self-correct as they noticed that the language they used was
awkward or
	>>ungrammatical. The tape recorder acted as a tool for editing
and
	>>revision that was fun for students to use (many students I've
known just
	>>hate rewriting - in their mind it was hard enough to put pen
to paper
	>>and get their thoughts in writing, they don't want to prolong
the
	>>agony). So the tape recorder adds a new dimension (students
can just
	>>take turns using the machine as they finish their writings).
	>>
	>>Of course, building language awareness and helping students
self-monitor
	>>their writing is only one strategy to help students gain
greater
	>>accuracy in their writing. And self-monitoring is not a great
deal of
	>>help if students don't have much experience with the standard
ways of
	>>writing. So you may want to see if there are some common areas
of
	>>difficulties that your students share (subject-verb agreement;
passive
	>>constructions; irregular past verbs) and then teach
mini-lessons that
	>>zero in on those areas. While some students respond well to
rules
	>>because they are good at deductive thinking, others do much
better when
	>>you present patterns of language and then draw their attention
to the
	>>commonalities within these patterns - so that you help your
students
	>>abstract the grammar rules from the sentences they see -
helping them to
	>>get to the aha! moment. This approach is also known as
"discovery
	>>grammar".
	>>
	>>If particular grammar forms are new to students and they need
to know
	>>them because there are no simpler work-arounds, they will need
some
	>>guided practice in using these forms in different ways so that
they
	>>become internalized.  I would then include these structures in
a grammar
	>>editing check-list that students can use when they look over
their own
	>>writing - once again, building language awareness in the
process.
	>>
	>>Another insight that might help you: Just correcting students
each time
	>>you see a mistake in their writing and giving them a quick
explanation
	>>generally doesn't work unless the student made a careless
mistake. This
	>>sort of "drive-by" grammar lesson usually doesn't stick. It is
much
	>>better, generally, to set some time aside, either with an
individual
	>>student or with the group and ask the student(s) to focus on a
	>>linguistic form when they are not in the middle of writing or
reading
	>>their writing to others.
	>>
	>>Finally - and you will notice a theme here - a lesson that I
learned as
	>>an adult second language learner:  Quite a few of the mistakes
that I
	>>made in writing English disappeared when I spent more time
thinking
	>>about and discussing what it is I wanted to say and write.
	>>
	>>Quite often, at the intermediate levels, the language that
learners use
	>>is muddled and the sentences awkward or ungrammatical, because
the
	>>thinking is still fuzzy. Once a writer is clear on what it is
exactly
	>>(s)he wants to say, it is easier to construct sentences that
are clear
	>>and concise.
	>>
	>>I used this model of talking things through to discover what
it is you
	>>want to write with my students when I taught Developmental
Writing and
	>>for many students it did make a quite a difference.
	>>
	>>Others did need some structured lessons on the grammar they
had missed
	>>along the way.
	>>
	>>So no silver bullet here (ha! another cultural reference to
mess with
	>>the uninitiated).
	>>
	>>Good night all!
	>>
	>>Heide
	>>
	>>________________________________
	>>
	>>From: specialtopics-bounces at nifl.gov
	>>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl
gentry
	>>Sent: Sunday, April 01, 2007 9:01 PM
	>>To: specialtopics at nifl.gov
	>>Subject: [SpecialTopics 261] (no subject)
	>>
	>>I teach GED at CRC...a prison in Norco, Calif. I have many
students who
	>>grew up speaking Spanish in the home and have difficulty with
English
	>>grammar. Are there any special tricks?
	>
	>
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From heide at literacywork.com  Mon Apr 16 18:44:33 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Mon, 16 Apr 2007 18:44:33 -0400
Subject: [SpecialTopics 301]  language experience and error correction
In-Reply-To: <20EC1BB15C09F340A09A79FA1DBF9706019C2C2F@MAIL3.AD.Brown.Edu>
Message-ID: <FC296284F724334392D3C7D22CC4F22120614C@ntxbeus09.exchange.xchg>

Hello all 

And thanks, Janet for pointing out that for a lot of teachers it can be
a significant burden collecting authentic texts, working with "stuff"
that students bring to class, and yeah-right-who's-got-the-time
modifying existing texts. 

The "Language Experience Approach" makes a great deal of sense for
beginning learners who are "emergent" readers and writers. It is based
on the assumption that it is much easier to read something that is based
on a common experience with language generated by students than it is to
read something that is disconnected from their life experience. 

How does LEA work? 

1. Create a common experience for students - a field trip works and so
does a hands-on activity that has a point to it, a how-to perhaps. News
accounts that everyone has heard about - especially if they are a few
days old and have been on TV in different languages work also. The point
is to have a common point of reference on a topic that engages students
("how to iron a shirt" would leave me cold, for example). Years ago I
saw the teachers at REEP demonstrate how to make instant pudding and
they later had a pudding tasting, identifying their favorite flavors -
the students were fascinated by the whole process. Butterscotch lost, by
the way, no surprise there.

Here then is how Language Experience might work as part of a How-to
process: 

2. Demonstration: Introduce tools and materials to the students.
Demonstrate the steps either by yourself or have students follow along
(making a paper airplane in preparation for a contest, say).  

3. Ask students to recreate the steps orally that they just observed. If
you can, create a story board on the board or a flip chart that reminds
students of the steps- simple drawings are fine.

4. Work with the class to write down the steps on the board - asking
guiding questions, such as - what should the title be? What is a good
first sentence? We have steps, right? What is step number 1? As
individual students generate the language, check with the class - what
do you think? Should we write this? Yes, no? Any changes? 

5. After you have created the story with the class, read the story to
the class and then with the class - asking students again if they like
the sentences and the story. You can use joint reading (with the class;
echo reading - you read a sentence, students repeat it; shared reading -
students take turns reading a step). 

The point of a Language Experience Lesson is to use the language that
students generate since that is the language that they know and can say
orally. In the conventional model, ONLY the students make corrections in
the text and the teacher leaves it alone, errors and all (and no,
students won't pick up an error that they saw once on a blackboard and
it becomes fossilized). 

It makes sense to have the text on newsprint so it can be reviewed and
used again. But I also know teachers who type the Language Experience
text up at home and print it for students to read the next day in class.

As part of that process, many teachers end up making tiny changes in the
language to get it a little closer to standard English (they don't
usually touch vocabulary, just sentence structure. Purists, however
frown on meddling with students' language. 

As for me, I would leave the language alone when writing it down in
class and then perhaps make tiny changes as I print it up - mostly for
clarity so that students still have a text to work with in class that
represents their language - 

By the way, Susan Gaer - whose site on home remedies is an excellent
example of student generated connected text - told me one time that they
first time her refugee students had written their stories of how they
escaped, she had fixed them up before she printed them as a collection
of student accounts of their lives. She now feels that in straightening
out the students' grammar, she had destroyed much of what was powerful
in the students' language - the language they used and the errors they
made represented who they were as people and as learners on a journey.
The basic sentences she created in standard English did not capture the
spirit of the stories the same way that their writing had done. 

Lessons learned ..... 

Heide 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Isserlis, Janet
Sent: Sunday, April 15, 2007 8:45 AM
To: specialtopics at nifl.gov
Subject: RE: [SpecialTopics 289] Authentic materials

Kathleen's observation:

>- Having sudents bring things in is necessary and vital, especially for
the "bringing the outside in" element of "what works."  But I am
realizing that they are not sufficient to create the "rich" "exploration
of a variety of texts" that Drs. Wrigley and Condelli talk about.  For
things like... poems, short news articles, personal stories....  I need
to find them.  When I as a teacher am struggling to do a good job of
teaching life skills in an authentic and student-centered way, to go
beyond that, to enrich that, to teach a very full range of metacognitive
and other reading skills (especially things like phonics that I don't
know that much about) sounds like a huge challenge (but definitely an
exciting one!)

makes me think, too, of the work many of us do with Language Experience
writing - where we/learners encode their spoken words into written form,
as part of a process of helping new readers 'see' their words, and as
part of a process of generating and using meaningful texts.  The next
step[s] have to do with building bridges from those texts to other
materials, relevant to learners but also generated from beyond the
classroom, in order to help readers broaden their abilities to take on
all kinds of texts.

Heide's hands-on work, particularly, has been helpful to many
practitioners in broadening our practice and the kinds of texts and
other materials we use with learners.

Janet Isserlis

-----Original Message-----
From: specialtopics-bounces at nifl.gov on behalf of Kathleen Reynolds
Sent: Sat 4/14/2007 10:53 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 289]  Authentic materials
 

From robinschwarz1 at aol.com  Mon Apr 16 12:22:24 2007
From: robinschwarz1 at aol.com (robinschwarz1 at aol.com)
Date: Mon, 16 Apr 2007 12:22:24 -0400
Subject: [SpecialTopics 302] Re: special topics - thinking, talking,
 writing and "unpacking" cultural language
In-Reply-To: <FC296284F724334392D3C7D22CC4F221170EEA@ntxbeus09.exchange.xchg>
Message-ID: <8C94E5A8D38C486-828-6ECC@WEBMAIL-DC10.sysops.aol.com>

Heide and I are so often on the very same page on these issues!    I 
too, see very little attention paid to cultural issues in ESOL 
classrooms and I would like to say that while yes, it is hard to 
DISCUSS cultural issues with beginning learners, it behooves the 
teachers to be enough aware  of cultural issues related their 
particular population of learners not to make some gross assumptions 
about them and their behaviors.

My favorite examples of teachers being unaware of cultural issues, 
which I have no doubt talked about before here or on the English 
Language Learners' list, are two comments:  one from a teacher who said 
in annoyance " I don't know why it is so hard for [the students] to 
adjust to the US.  WE don't HAVE a culture."  and the other two from a 
tutor and a teacher who said similar things about students and 
homework:  "These students  just don't seem to care about learning.  
They do not engage in learning behaviors." and the other who said, " 
These students do not do homework.  They are just not independent 
learners."

These remarks tell me how unaware adult ESOL teachers are of cultural 
differences-- OURS and theirs.   The students who are seen as "not 
independent learners" or not engaging in student behaviors are usually 
those who come from educational traditions where memorizing is the 
norm--the teacher tells them what to memorize and they do.   If their 
teacher here does not give them something to memorize, they do not 
consider that they have any homework as they understand it. And if you 
asked them they would say they do not think their teacher is very good 
either, as a another quote from a 20 year old GED student from Africa 
sort of sums that up: " You GED teachers are so stupid!  You do not 
even know what you want us to learn.  In my country the teacher tells 
us exactly what to learn and we learn it and then we have a test on 
that.  Here, you tell us to go study something but we do not know which 
part and then the test is on some part you did not tell us to learn. "

Another cultural gap, especially in writing, is that students from such 
traditions ( where memorizing is the mode and the teacher is the 
expert) have no experience with our analytical and question-asking 
approach to learning, nor do they have experience with giving opinions. 
  When my college ESL students were asked what would happen in their 
country if they gave an opinion they first laughed and then were 
shocked.  They said they would be thrown out of school if they gave 
their opinions, and why would they, since the teacher knew all there 
was to know.

In fact, question asking is very much a Euro-centric approach to 
knowing.  I am reminded of a professor at Lesley who has worked among 
the Navajo for years.  During a doctoral program discussion on 
interdisciplinary inquiry, this professor quietly noted that not every 
culture knows by asking questions.  He pointed out that the Navajo are 
not a question-asking culture.  They accumulate knowledge in other 
ways.    This is true for other cultures besides the Navajo, but is 
something we Americans tend to bulldoze right over as we ask questions 
to our learners.

   When you consider how much we train students in our system to have 
opinions and ask questions, and how much cultural behaviors and 
culturally grounded beliefs govern an adult, no wonder there is so much 
confusion in the writing--and other aspects of ESOL classes.

Robin Lovrien Schwarz

they do not come from traditions where ana
-----Original Message-----
From: heide at literacywork.com
To: specialtopics at nifl.gov
Sent: Wed, 11 Apr 2007 7:13 PM
Subject: [SpecialTopics 280]  special topics - thinking, talking, 
writing and "unpacking" cultural language

    Hi, Ellen ? thanks so much for jumping in and offering your insights 
and experience with your students. It?s a great contribution to the 
discussion and really highlights the relationship between thinking 
about ideas, writing, and culture. It is always amazing to me how much 
cultural knowledge is required to understand basic communication, read 
simple texts or comprehend what is going in the news (the Imus story 
being a case in point).

  I?ve been using the following sentence as an example of embedded 
cultural knowledge ?She decided she would rather stay home alone than 
participate in her family?s Thanksgiving?  My guess is that someone who 
grew up in the United States has a much more nuanced interpretation of 
that sentence (in terms of the backstory)  than someone who is new to 
the U.S.  I talked with a young woman from Moldova yesterday with a PhD 
 from Princeton who was trying to sort out the phrase ?I?m not just 
whistling Dixie? (she knew the Dixie chicks but that didn?t help much).

  Culture (ours, ?theirs?) really is integral part of language learning 
and literacy development. It also shapes our social identities, and we 
get thrown off balance as we cross cultural borders and need to 
navigate between systems.  It is surprising how little attention we pay 
to culture in professional development  (beyond activities around 
holidays and multi-cultural potlucks).  Unpacking the euphemisms and 
colloquialism that students encounter, while at the same time touching 
on issues of racism and stereotyping is really quite a challenge.

  In terms of the study, we actually saw very few instances of teachers 
dealing with cultural issues in the classes we observed. Most likely, 
because these were beginning level ESL students and it?s difficult to 
?discuss? cultural issues when you don?t yet have much English.

  I wonder how some of the other practitioners out there are making 
cultural concepts accessible to students or teach toward cross-cultural 
competence, particularly at the lower levels.

  By the way, one reason I like the special topics is that it is a 
?sheltered discussion? where participants don?t have to worry about 
being attacked or having their views dismissed (at least I hope that?s 
right).  So I?d like to invite others who may be a bit reluctant to 
share their experiences as well.

  Oh, and very interesting point, Ellen, about introducing structure 
after students have started to write, rather than before

 Soon more

 Heide

   --------

  From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Ellen Berg
 Sent: Wednesday, April 11, 2007 7:59 AM
 To: specialtopics at nifl.gov
  Subject: [SpecialTopics 276] Re: giving students a chance to think 
aboutwriting and play with language

   Heidi - I'm a volunteer that teaches GED in a correctional setting - 
I get the students starting to write from the very start (right at the 
intake). I am not a trained professional in this field but seem to have 
success with getting the students to write. I get ones who "hate it" or 
"I can't do it" from the onset but enjoy it, and succeed at writing a 
somewhat interesting paragraph, at the end. I mostly emplore them to 
write about themselves using a particular issue. I spend a lot of time 
talking with them, provoking thought about different issues, how the 
issue might apply to them or their family or their friends. Once I get 
them comfortable in the talking stage, I then have them start to put 
the words to paper and show them simple things to do to improve on what 
it is they are trying to say. I could go on and on but I think you 
catch the drift. With a student from Africa who did not understand 
American culture, and especially black American culture, we had to 
spend a lot of time explaining idioms, euphemisms & colloquialisms.

  I guess my main point is, it seems that I have to do a lot of work on 
the verbal end before they master the writing part. Once they start 
putting their thoughts on paper then we slowly start to work on 
structure (I even have to work on pennmanship for what is the point of 
writing if no one can read it). The important thing for me is to keep 
feeding back what it is that they have written and seeing if I am 
interpreting according to what they meant to say and keeping working 
forward from this point. In my experience, teaching them structure from 
the onset does not seem to work. It seems to be a relationship thing 
but mostly verbalizing everything seems key to their engagement and 
participation.

  By the way - I usually participate in your forums from a distance 
(reading only to pick up thoughts, ideas and tips). I actually don't 
feel qualified to participate at the level that all of you participate. 
I hope my thoughts have made a difference.

 Ellen Berg
 Customized Business Services, LLC
 POB 214
 Washington VA 22747-0214
 540-827-4498 (INet Phone)

  540-987-8248 (Home Phone)

   Be kinder than necessary. Because everyone you meet is fighting some 
kind of battle.

   Please be aware that e-mail is NOT a secured communication vehicle, 
and that others may in certain circumstances be able to view its 
contents. As a result, while we are happy to provide this information 
by e-mail, we do NOT conduct actual business transactions by e-mail. 
Please contact the sender directly if you have any concerns about this 
message.

  This communication is a confidential and proprietary business 
communication. It is intended solely for the use of the designated 
recipient(s). If this communication is received in error, please 
contact the sender and delete this communication.

   --------

 From: "Wrigley, Heide" <heide at literacywork.com>
 Reply-To: specialtopics at nifl.gov
 To: <specialtopics at nifl.gov>
  Subject: [SpecialTopics 274] Re: giving students a chance to think 
aboutwriting and play with language
 Date: Tue, 10 Apr 2007 19:50:29 -0400

 Hi, Elsa

  That makes total sense to me ? to explore different ways of telling 
the story (orally, in L1, through pictures) before committing oneself 
to writing. I think, as a rule, we give way too little time to 
preparation when we ask students to write. Most of us tend to write 
much richer pieces when we have been given a chance to think things 
through, talk with others about it, and have a good idea of what a 
final product might look like.

  As ESL teachers we often see writing preparation and sharing models as 
stifling students? creativity, but it is really difficult to be 
creative in a language you don?t yet understand. If we don?t show 
students what we mean by vivid language and voice and, how will they 
develop the kind of writing that engages a reader? We cannot wait, I 
think, until we get to a GED class to talk about the power of writing 
and how to create powerful writing. Why not start early on with simple 
poetry, rather than with those deadly little formulaic paragraphs we 
often see.

  One time I saw a very short piece written by a student that used the 
basic structure of ?my name is? I am from?? but at the end of her 
paragraph, she wrote ?that?s all!? and that little phrase allowed her 
to come through as a person who could have fun with writing.

  More on grammar and study findings in the morning. Keep your questions 
and comments coming

 Heide

   --------

  From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Elsa Auerbach
 Sent: Tuesday, April 10, 2007 6:46 AM
 To: specialtopics at nifl.gov
  Subject: [SpecialTopics 269] Re: judicious use of the native language 
- Part 3 - translation and writing in L1

  A little anecdotal evidence here: I remember Paulo Freire once telling 
a story about his daughter?s teaching (I?m not totally sure I?m getting 
this right). She found that if students are allowed to write in their 
first language first (to develop their ideas, to figure out what they 
think, to write their way towards understanding) and THEN write in the 
second language (without translating, but having already explored their 
ideas), their L2 writing was much richer and more developed than texts 
written ?cold? in their L2. This implies NOT translating, but using L1 
almost as a way in to L2 writing. Elsa

 On 4/9/07 10:34 PM, "Wrigley, Heide" <heide at literacywork.com> wrote:

  Although the study did not address issues of having students write in 
L1 and then translate, here are a couple of thoughts (mine only)

  Translation has long been used in other countries to build language 
skills. Since the advent of the communicative approach to language 
teaching it has become out of favor. Translation workshops where 
students take work that they have created or other texts written in L1 
and then render them in English can be an excellent way to build 
language awareness and put language skills to use. Promising are 
approaches that engage students in translating brochures or other texts 
for a real audience, such as offering to translate a menu for a 
restaurant or a brochure for a local business. ?Backward translations? 
are a must in these cases.

  Workshops focused on translation are most appropriate for intermediate 
levels on up where students have the English skills necessary to 
translate more complex concepts and sophisticated language.

  I?m reluctant to endorse having students write in the native language 
and then translate in beginning literacy classes ? at that level, 
students tend to think that there is a one to one relationship between 
L1 words, phrases and structures and their L2 equivalents, and the 
translations tend to be both awkward and highly ungrammatical. In 
addition, we don?t want students to overly rely on translation but move 
them toward thinking in the target language.

  You do, however, make a very good point in terms of helping students 
to organize their ideas and think about what they want to say before 
asking them to write in English. This can be done in a number of ways. 
Here are some tips for teachers:

   * Introduce writing by using oral language first. Help students to 
compose the text orally, whether it is a story, a description, or a 
process. Make sure students have the language they need.
  * Connect oral language with writing through models such as the 
Language Experience Approach where the connections are obvious since 
students talk, read and write together as a group
  * Model what you want students to do in writing by giving an oral 
example (if you do it in writing, your students tend to copy what you 
said)
  * Dictate a few sentences that model what you want students to write 
that way they get practice in putting pen to paper without having to 
compose something from scratch (some may still copy but that?s also 
writing practice and they may not be ready to write on their own)
  * Allow students to think about and talk about their ideas in L1 or L2 
before you ask them to write. ? that process activates background 
knowledge and facilitates the composing process. In the beginning 
levels, let students know what they will be writing about over the next 
few days ? that?s not cheating, that?s giving your students a fighting 
chance
  * Invite students to draw a picture as a starting point, again giving 
them a chance to compose a story mentally before engaging in combat 
with vocabulary, grammar and spelling. Students can create a snapshot 
of a scene, create a strip story a la Chalk Talks, or draw an item, for 
example.

 It?s late ? back to the study tomorrow

 Heide

  --------

  From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Cameron Eileen
 Sent: Friday, April 06, 2007 12:40 AM
 To: specialtopics at nifl.gov
  Subject: [SpecialTopics 260] Three Questions Regarding Research 
Articles andRelated Topics in ESOL Instruction

  1. In the article "National Center for the Study of Adult Learning and 
Literacy: A Conversation With FOB... What Works for Adult ESL 
Students," it states that ESL students are better able to learn and 
understand English when the teacher or instructor of ESL is bilingual, 
in which case, the instructor can speak the students' native language 
or languages in order to clarify the students' understanding to further 
construct meaning. This statement is also made in the article "Real 
World Research: Combining Qualitative and Quantitative Research for 
Adult ESL." However, if a teacher or instructor is not bilingual, and 
they want to improve ESL students' written proficiency levels, should 
the instructor who is fluent only in English be encouraged to permit 
his or her ESL students to first write an essay or paragraph, depending 
upon the written assignment, within the student's own native language 
and then work closely with the student to translate that writing into 
English? Is this a recommended form of instruction? For one thing, 
allowing ESL students to write within their native languages helps the 
instructor familiarize themselves with languages that may be foreign to 
them. This can also help the student translate and interpret their own 
native language and correspond their thoughts and ideas within a 
contextualized English language. This can permit ESL students to 
demonstrate writing that displays clearer contextualized meanings. It 
also allows ESL students to demonstrate a complexity of thoughts and 
ideas as well as express critical, analytical thinking skills within 
written English, especially those ESL students who struggle with 
written English in terms of writing incoherent sentences or clauses, or 
students who write mere phrases or simple sentences with incorrect word 
choice and improper use of grammar. The article, "Real World Research," 
states "English learners who, for example, have good higher order 
reading strategies in their own language cannot call on those 
strategies to help them understand English texts until their 
understanding of English vocabulary and syntax are good enough to 
understand basic sentences and expressions." Can this same principle be 
applied to ESL students' written English?

  2. The article "Real World Research: Combining Qualitative and 
Quantitative Research for Adult ESL" briefly refers to the codings of a 
running record. A running record that is incorporated in the teaching 
of standard American English and literacy within elementary schools in 
this country is used in a way that teachers can determine a student's 
reading abilities and potentialities through close observation of a 
student's reading processes. Before a running record can be 
implemented, the teacher or instructor first must decipher the probable 
reading level of a particular student. For instance, the teacher must 
select a book that the student will easily be able to read along with 
selecting two other books that may be more challenging to this same 
student. Students must read 50 words within each of the three books. To 
correspond the running record in accordance with the student's reading, 
the teacher must listen closely and observe, paying strict attention to 
the student's substitution or replacement of words, repetition of 
words, omission of words, pronunciation and/or mispronunciation of 
words, and number of self-corrections the student makes during their 
reading. Once the student is finished reading 50 words within all three 
selected books, the teacher must add up all of the student's errors. 
The book in which the student made no less than five errors is selected 
for appropriate reading in terms of a substantiated reading level since 
it presents more of a challenge. However, a book in which a student 
makes more than five errors is considered too difficult for the student 
to read or comprehend. I brought this up because in a standard English 
or literacy class in grades K-12, a student can be placed within a 
specific reading level or group and is given reading material in 
accordance with that particular reading or grade level, as it pertains 
to a balanced literacy model in adherence with the curricular standards 
of a running record. Students are given reading material that is 
slightly more challenging in order to assist these students in 
mastering the English language. Once students have mastered the English 
language and have acquired appropriate English reading skills, they 
will be able to read books that are several reading or grade levels 
above their current reading performance level. Can a running record 
such as the one I have previousy described be applied within an adult 
literacy program for ESL students? Instead of using grocery store 
fliers, electricity bills, and immigration documents, can literature be 
incorporated in an adult literacy program for ESL students?

  3. In the research study discussed in the article "Instruction, 
Language, and Literacy: What Works Study for Adult ESL Literacy 
Students, the BEST Oral Interview was incorporated in measuring 
listening comprehension, communication, and fluency. In the footnote of 
that same research study, it states that the BEST Oral Interview also 
includes measures of pronunciation and a reading and writing score 
which were not used in the study. I would actually like to know more 
about those measures of pronunciation, reading, and writing, and how 
they are assessed in determining a student's perfomance level. 
Recently, I completed a training session for both print-based and the 
computer-adaptive BEST PLUS software program which measures the same 
items that were measured in the research study 1)listening 
comprehension, 2) language complexity or fluency, and 3) communication. 
When I completed the training session in BEST PLUS there was no mention 
of scoring for pronunciation, reading, or writing. Also, I wanted to 
know if these measurements had been included in your research study, 
would it have any effect on the students' performance levels 
quantitatively? Also would it have any statistical significance 
whatsoever in this particular research study if these variables had 
been taken into consideration when the BEST Oral Interview was 
administered?

  --------

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From robinschwarz1 at aol.com  Mon Apr 16 12:39:38 2007
From: robinschwarz1 at aol.com (robinschwarz1 at aol.com)
Date: Mon, 16 Apr 2007 12:39:38 -0400
Subject: [SpecialTopics 303] Re: (no subject) teaching grammar in the GED
	class
In-Reply-To: <FC296284F724334392D3C7D22CC4F221170F40@ntxbeus09.exchange.xchg>
Message-ID: <8C94E5CF58E24DE-828-702B@WEBMAIL-DC10.sysops.aol.com>

Thank you Heide for the great explanation of why correction does not 
always help and for pointing out the need for language awareness.  This 
is a topic I address often from two perspectives.  The first is that of 
the non-literate learner-- who has little understanding of the 
structure of language and for whom grammar is a mystery.  I have 
observed very low level ESOL classes of non- or preliterate learners 
where teachers were attempting to explain grammar or mistakes by  using 
grammar and the learners were completely mystified.

One teacher with whom I was discussing this problem recently expressed 
frustration because the structure she was trying to explain in English 
exists in Spanish and the learner in question just couldn't seem to get 
that.  But the teacher herself finally had the insight that since that 
learner had almost no education in Spanish either, just the fact of 
translating the structure or referring to it in the native language 
doesn't mean the learner will understand it.  (and then of course for 
many teachers there is the issue that learners with unwritten languages 
will not have any access to the notions of grammar nor the words for it 
in their language---they do not exist. )

The second perspective is of auditory attention to grammar-- a teacher 
recently gave me an example of a learner who had "fossilized" grammar 
and never had subject verb agreement in the simple present tense ( He 
say, she talk, etc. )  One day recently the teacher automatically 
corrected this student when she said "he look" and the student was 
stunned.  She asked, " What did you just say?  Did you say LOOKS???" 
and the teacher said yes,  The student asked, " Do you mean you have 
always been saying LOOKS with a final /s/ and I never heard it??"   And 
the teacher said, of course, YES!

This is a small illustration of the need to bring many adult learners' 
attention to the auditory details they do not know they should hear.  
Since we know that literacy skills and language skills transfer at the 
level at which they are developed in first language, if a learner does 
not know HOW verbs agree in his or her own language or how plurals are 
made or how present past and future are indicated, why would that 
learner be listening for how it is in English.  My research tells me 
that accurate auditory input is required for the brain to build up a 
store of sounds, words, strings of words ( such as idioms) and grammar 
strings--but if the auditory input is not accurate, the stored up 
information is not accurate.  Hence we need to help learners pay 
attention auditorily to details they are not hearing.

But, as Heide points out, this will only be useful if the learner is at 
the language learning stage where she or he can make sense of it.
Language acquisition stages are yet another piece of the picture which 
is not well known in adult ESOL.

Robin Lovrien Schwarz

-----Original Message-----
From: heide at literacywork.com
To: specialtopics at nifl.gov
Sent: Wed, 11 Apr 2007 10:41 PM
Subject: [SpecialTopics 282] Re: (no subject) teaching grammar in the 
GED class

   Hi, Cheryl

  I?m sorry it took me awhile to get to the grammar question. I just got 
back from D.C. and am off to Austin in the morning, but here it goes.

  First of all, it is indeed very difficult to help students write with 
expression and help them develop their language skills so that they are 
able to write sentences that are grammatical. It is quite a challenge, 
especially once students are able to communicate quite well orally and 
aren?t particularly keen on working on their grammar skills.

  Complicating the enterprise is the fact that at this level the 
difficulties that students have may differ from learner to learner so 
anything you teach to the entire class will probably bore some students 
(since it?s not their problem) and frustrate others (cause they are not 
ready - given where they are in their language development ? to absorb 
whatever rules you are presenting). So any time there is a presentation 
to the entire class on grammar at this level you may only have a few 
students who are with you. (Cheryl, correct me if I?m wrong in your 
case, since I am speaking in general terms and obviously don?t know 
your students).

  One thing that doesn?t work very well, is to have students write their 
paragraphs on the board and have everyone else point out the grammar 
mistakes. Students generally are not particularly engaged in what other 
students have written, particularly if asked to focus on form. And 
again, some students may be able to detect errors and correct them (and 
what are they learning?) while others are nowhere near ready and the 
explanations make no sense to them ? again, if some of you have had 
great success with this strategy, let us know.

 Ok, here then are some strategies that you might try:

   * There is a hypothesis in second language acquisition that emphasize 
the notion of ?noticing? and holds that students won?t be able to 
acquire accurate linguistic forms and structures, unless they first 
notice them, that is unless they pay attention to their own language 
and the language of others and say to themselves ?oh, that?s how it?s 
said (or not said); this is how you write it; this is what people do? 
And once student pay attention to these forms, it becomes easier for 
them to use correct forms or edit their own writing. So one suggestion 
I would make to build in your students a curiosity about language, an 
eagerness (well, may-be not eagerness, but an interest) in seeing how 
language works. This notion is also known as ?language awareness? and 
it goes a long way in helping students pay attention to how the 
language they use in expressing their ideas is similar or different 
from the way other people say or write things.
   * One way to help students build language awareness and look at their 
own language output is to ask students to circle the kinds of phrases 
or words that appear in their writing that they are not sure about. 
Sometimes students a way to self-correct, but you can also work with 
them to find better ways of expressing their ideas (sometimes that 
means fixing up the grammar and other times that means rephrasing a 
sentence and using a different structure altogether, one that the 
student is more familiar and comfortable with).  After you help 
students use fix-up strategies, you can then ask them to pay attention 
in their reading to see if they can identify the structure in question 
in other people?s writing.
  * Another way is to have students read their writings into a tape 
recorder and then listen to it again to see if it sounds right. I first 
saw this technique used when I was up in Vancouver at the Invergarry 
Learning Centre where Janet Isserlis taught for awhile. It was amazing 
to see how students would read their essays and then self-correct as 
they noticed that the language they used was awkward or ungrammatical. 
The tape recorder acted as a tool for editing and revision that was fun 
for students to use (many students I?ve known just hate rewriting ? in 
their mind it was hard enough to put pen to paper and get their 
thoughts in writing, they don?t want to prolong the agony). So the tape 
recorder adds a new dimension (students can just take turns using the 
machine as they finish their writings).

  Of course, building language awareness and helping students 
self-monitor their writing is only one strategy to help students gain 
greater accuracy in their writing. And self-monitoring is not a great 
deal of help if students don?t have much experience with the standard 
ways of writing. So you may want to see if there are some common areas 
of difficulties that your students share (subject-verb agreement; 
passive constructions; irregular past verbs) and then teach 
mini-lessons that zero in on those areas. While some students respond 
well to rules because they are good at deductive thinking, others do 
much better when you present patterns of language and then draw their 
attention to the commonalities within these patterns ? so that you help 
your students abstract the grammar rules from the sentences they see ? 
helping them to get to the aha! moment. This approach is also known as 
?discovery grammar?.

  If particular grammar forms are new to students and they need to know 
them because there are no simpler work-arounds, they will need some 
guided practice in using these forms in different ways so that they 
become internalized. I would then include these structures in a grammar 
editing check-list that students can use when they look over their own 
writing ? once again, building language awareness in the process.

  Another insight that might help you: Just correcting students each 
time you see a mistake in their writing and giving them a quick 
explanation generally doesn?t work unless the student made a careless 
mistake. This sort of ?drive-by? grammar lesson usually doesn?t stick. 
It is much better, generally, to set some time aside, either with an 
individual student or with the group and ask the student(s) to focus on 
a linguistic form when they are not in the middle of writing or reading 
their writing to others.

  Finally ? and you will notice a theme here ? a lesson that I learned 
as an adult second language learner:  Quite a few of the mistakes that 
I made in writing English disappeared when I spent more time thinking 
about and discussing what it is I wanted to say and write.

  Quite often, at the intermediate levels, the language that learners 
use is muddled and the sentences awkward or ungrammatical, because the 
thinking is still fuzzy. Once a writer is clear on what it is exactly 
(s)he wants to say, it is easier to construct sentences that are clear 
and concise.

  I used this model of talking things through to discover what it is you 
want to write with my students when I taught Developmental Writing and 
for many students it did make a quite a difference.

  Others did need some structured lessons on the grammar they had missed 
along the way.

  So no silver bullet here (ha! another cultural reference to mess with 
the uninitiated).

 Good night all!

 Heide

   --------

  From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl gentry
 Sent: Sunday, April 01, 2007 9:01 PM
 To: specialtopics at nifl.gov
 Subject: [SpecialTopics 261] (no subject)

   I teach GED at CRC...a prison in Norco, Calif. I have many students 
who grew up speaking Spanish in the home and have difficulty with 
English grammar. Are there any special tricks?

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From robinschwarz1 at aol.com  Mon Apr 16 12:44:47 2007
From: robinschwarz1 at aol.com (robinschwarz1 at aol.com)
Date: Mon, 16 Apr 2007 12:44:47 -0400
Subject: [SpecialTopics 304] Re: fossilization
In-Reply-To: <004701c77d3d$ee0328d0$62b53bd0@cnadln21kxvbnn>
References: <BAY106-F257656F65D5B4AB42113FDA5E0@phx.gbl>
	<004701c77d3d$ee0328d0$62b53bd0@cnadln21kxvbnn>
Message-ID: <8C94E5DADBCFAB4-828-709D@WEBMAIL-DC10.sysops.aol.com>

And as I just pointed out in a longer post, these learners often lack 
auditory awareness of what they are supposed to hear--and they usually 
have great difficulty with phoneme discrimination in English. I find 
that intensive training in minimal pair discrimination, among other 
things, helps with fossilization a great deal.   Robin Lovrien Schwarz

-----Original Message-----
From: cnaamh at rcn.com
To: specialtopics at nifl.gov
Sent: Thu, 12 Apr 2007 3:05 PM
Subject: [SpecialTopics 284] Re: fossilization

  Lynne,

Language awareness works for fossilization too.  If you stop the 
student and
focus on one point and explain the differences or similarities, on the 
spot,
chances are the problem will go away.  When the student is ready to 
become
aware and you make the student aware, it always works.  One at a time.

Nicole B. Graves
----- Original Message -----
From: "Lynne Weintraub" <lynneweintraub at hotmail.com>
To: <specialtopics at nifl.gov>
Sent: Thursday, April 12, 2007 7:36 AM
Subject: [SpecialTopics 283] Re: fossilization

> Heide--the GED grammar question reminds me of a related question I've 
had
> on
> my mind for a long time. Over the years, I have run into a number of
> students who seem to be "fossilized" in their language development. 
They
> get
> to a certain point, and then they just don't seem to make any progress
> anymore in terms of pronunciation, structure, or even expanding their
> vocabulary. Has any research been done on this problem? Do you have 
any
> ideas on how to break through? I'd like to offer some hope (and
> strategies)
> to their tutors, but so far I haven't found any that are genuinely
> successful.
> Lynne Weintraub
>
>
>>From: "Wrigley, Heide" <heide at literacywork.com>
>>Reply-To: specialtopics at nifl.gov
>>To: <specialtopics at nifl.gov>
>>Subject: [SpecialTopics 282] Re: (no subject) teaching grammar in the
>>GEDclass
>>Date: Wed, 11 Apr 2007 23:41:16 -0400
>>
>>Hi, Cheryl
>>
>>I'm sorry it took me awhile to get to the grammar question. I just got
>>back from D.C. and am off to Austin in the morning, but here it goes.
>>
>>First of all, it is indeed very difficult to help students write with
>>expression and help them develop their language skills so that they 
are
>>able to write sentences that are grammatical. It is quite a challenge,
>>especially once students are able to communicate quite well orally and
>>aren't particularly keen on working on their grammar skills.
>>
>>Complicating the enterprise is the fact that at this level the
>>difficulties that students have may differ from learner to learner so
>>anything you teach to the entire class will probably bore some 
students
>>(since it's not their problem) and frustrate others (cause they are 
not
>>ready - given where they are in their language development - to absorb
>>whatever rules you are presenting). So any time there is a 
presentation
>>to the entire class on grammar at this level you may only have a few
>>students who are with you. (Cheryl, correct me if I'm wrong in your
>>case, since I am speaking in general terms and obviously don't know 
your
>>students).
>>
>>One thing that doesn't work very well, is to have students write their
>>paragraphs on the board and have everyone else point out the grammar
>>mistakes. Students generally are not particularly engaged in what 
other
>>students have written, particularly if asked to focus on form. And
>>again, some students may be able to detect errors and correct them 
(and
>>what are they learning?) while others are nowhere near ready and the
>>explanations make no sense to them - again, if some of you have had
>>great success with this strategy, let us know.
>>
>>Ok, here then are some strategies that you might try:
>>
>>1. There is a hypothesis in second language acquisition that
>>emphasize the notion of "noticing" and holds that students won't be 
able
>>to acquire accurate linguistic forms and structures, unless they first
>>notice them, that is unless they pay attention to their own language 
and
>>the language of others and say to themselves "oh, that's how it's said
>>(or not said); this is how you write it; this is what people do"  And
>>once student pay attention to these forms, it becomes easier for them 
to
>>use correct forms or edit their own writing. So one suggestion I would
>>make to build in your students a curiosity about language, an 
eagerness
>>(well, may-be not eagerness, but an interest) in seeing how language
>>works. This notion is also known as "language awareness" and it goes a
>>long way in helping students pay attention to how the language they 
use
>>in expressing their ideas is similar or different from the way other
>>people say or write things.
>> a. One way to help students build language awareness and
>>look at their own language output is to ask students to circle the 
kinds
>>of phrases or words that appear in their writing that they are not 
sure
>>about. Sometimes students a way to self-correct, but you can also work
>>with them to find better ways of expressing their ideas (sometimes 
that
>>means fixing up the grammar and other times that means rephrasing a
>>sentence and using a different structure altogether, one that the
>>student is more familiar and comfortable with).  After you help 
students
>>use fix-up strategies, you can then ask them to pay attention in their
>>reading to see if they can identify the structure in question in other
>>people's writing.
>> b. Another way is to have students read their writings into
>>a tape recorder and then listen to it again to see if it sounds right.
>>I first saw this technique used when I was up in Vancouver at the
>>Invergarry Learning Centre where Janet Isserlis taught for awhile. It
>>was amazing to see how students would read their essays and then
>>self-correct as they noticed that the language they used was awkward 
or
>>ungrammatical. The tape recorder acted as a tool for editing and
>>revision that was fun for students to use (many students I've known 
just
>>hate rewriting - in their mind it was hard enough to put pen to paper
>>and get their thoughts in writing, they don't want to prolong the
>>agony). So the tape recorder adds a new dimension (students can just
>>take turns using the machine as they finish their writings).
>>
>>Of course, building language awareness and helping students 
self-monitor
>>their writing is only one strategy to help students gain greater
>>accuracy in their writing. And self-monitoring is not a great deal of
>>help if students don't have much experience with the standard ways of
>>writing. So you may want to see if there are some common areas of
>>difficulties that your students share (subject-verb agreement; passive
>>constructions; irregular past verbs) and then teach mini-lessons that
>>zero in on those areas. While some students respond well to rules
>>because they are good at deductive thinking, others do much better 
when
>>you present patterns of language and then draw their attention to the
>>commonalities within these patterns - so that you help your students
>>abstract the grammar rules from the sentences they see - helping them 
to
>>get to the aha! moment. This approach is also known as "discovery
>>grammar".
>>
>>If particular grammar forms are new to students and they need to know
>>them because there are no simpler work-arounds, they will need some
>>guided practice in using these forms in different ways so that they
>>become internalized.  I would then include these structures in a 
grammar
>>editing check-list that students can use when they look over their own
>>writing - once again, building language awareness in the process.
>>
>>Another insight that might help you: Just correcting students each 
time
>>you see a mistake in their writing and giving them a quick explanation
>>generally doesn't work unless the student made a careless mistake. 
This
>>sort of "drive-by" grammar lesson usually doesn't stick. It is much
>>better, generally, to set some time aside, either with an individual
>>student or with the group and ask the student(s) to focus on a
>>linguistic form when they are not in the middle of writing or reading
>>their writing to others.
>>
>>Finally - and you will notice a theme here - a lesson that I learned 
as
>>an adult second language learner:  Quite a few of the mistakes that I
>>made in writing English disappeared when I spent more time thinking
>>about and discussing what it is I wanted to say and write.
>>
>>Quite often, at the intermediate levels, the language that learners 
use
>>is muddled and the sentences awkward or ungrammatical, because the
>>thinking is still fuzzy. Once a writer is clear on what it is exactly
>>(s)he wants to say, it is easier to construct sentences that are clear
>>and concise.
>>
>>I used this model of talking things through to discover what it is you
>>want to write with my students when I taught Developmental Writing and
>>for many students it did make a quite a difference.
>>
>>Others did need some structured lessons on the grammar they had missed
>>along the way.
>>
>>So no silver bullet here (ha! another cultural reference to mess with
>>the uninitiated).
>>
>>Good night all!
>>
>>Heide
>>
>>________________________________
>>
>>From: specialtopics-bounces at nifl.gov
>>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl gentry
>>Sent: Sunday, April 01, 2007 9:01 PM
>>To: specialtopics at nifl.gov
>>Subject: [SpecialTopics 261] (no subject)
>>
>>I teach GED at CRC...a prison in Norco, Calif. I have many students 
who
>>grew up speaking Spanish in the home and have difficulty with English
>>grammar. Are there any special tricks?
>
>
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
>
> -------------------------------
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> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
>
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4/8/2007
> 8:34 PM
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From robinschwarz1 at aol.com  Mon Apr 16 13:19:28 2007
From: robinschwarz1 at aol.com (robinschwarz1 at aol.com)
Date: Mon, 16 Apr 2007 13:19:28 -0400
Subject: [SpecialTopics 305] Re: fossilization
In-Reply-To: <017a01c77f97$7f1b18e0$98d8accf@cnadln21kxvbnn>
References: <OFC65DAFEF.4883D6E9-ON852572BC.004D4CEB-852572BC.004EFC3F@domino1.cuny.edu>
	<017a01c77f97$7f1b18e0$98d8accf@cnadln21kxvbnn>
Message-ID: <8C94E6286333E92-828-72ED@WEBMAIL-DC10.sysops.aol.com>

This second example reminds me of a wonderful ESOL teacher in the 
Washington, DC area of 40 years' experience who always says that ESOL 
learners always have a reason for what they do-- it is NOT random.  But 
their reasons are not always the right reason.  Our job is to help them 
replace their reason with the right reason.   Bravo Nicole!  Asking the 
learner WHY he said or wrote what he did was a great direct route to 
that issue.

And the first example is a great illustration of what I see as the need 
to bring auditory attention to the learner of what it is they need to 
hear and then say-- as noted in a longer posting just earlier this 
morning.

Robin Lovrien Schwarz

-----Original Message-----
From: cnaamh at rcn.com
To: specialtopics at nifl.gov
Sent: Sun, 15 Apr 2007 2:11 PM
Subject: [SpecialTopics 291] Re: fossilization

  Hi all,

  Recently, once again, two examples of interlanguage development and 
fossilization jumped at me.

  The first one from a high level student who has been here 15 years: 
the person consistently used "privaty" for privacy. You can see that 
having seen the word private on doors at work, at the gym, at school, 
etc. she made up the new word "privaty" applying whatever assumptions 
she was working with at the time. I might have corrected her by 
repeating the correct form many times but I understood what she wanted 
to communicate. My way of correcting her did not work. It was not 
enough. Because there was no breakdown in communication, there was no 
need to alter the utterance. This week, I stopped and pointed out the 
mistake directly. I also mentioned that other people might be confused 
and possibly would not understand. We talked about the two words. It 
was a five minutes direct instruction language awareness lesson. She 
self-corrected after that for a short time. She no longer uses the 
wrong word.

  The second one is from a man who has been here more than 6 years but 
just entered a high intermediate class. He had a smattering of English 
when he first arrived and got a job immediately. He continued to 
develop his oral English skills over the years but had no time to 
attend classes until now. When I interviewed him, he said he worked in 
a factory that had 3 shifts [shiftes].  In two months [monses], he 
would change his shift [shifte]. That would allow him to come to class. 
I asked him how he would write shift and month. He replied: shifte and 
monte. You can see how he had applied a plural rule he got somewhere to 
use these words in the plural. Another quick mini-lesson: no final "e" 
in either of these words. After a final voiceless consonnant sound, the 
plural marker "s" is also voiceless. He also learned to self-correct 
with prompting from the teacher at first and no longer makes the 
mistake. I do not think that he has internalized the rule but he has 
corrected 2 words that appeared "fossilized".

 Nicole B. Graves

  ----- Original Message -----
 From: Moira.Taylor at domino1.cuny.edu
 To: specialtopics at nifl.gov
 Cc: specialtopics at nifl.gov ; specialtopics-bounces at nifl.gov
 Sent: Friday, April 13, 2007 10:22 AM
 Subject: [SpecialTopics 286] Re: fossilization

Hi all -

I've been reading all week, and now how some time to respond. I hope 
the following is useful.

First of all, I totally agree awareness is a critical element for 
working on fossilization issues.

And then, just to put another work into the mix, I was just reading a 
chapter (Chapter 9) in Ilona Leki's book "Understanding ESL Writers." 
She writes about an interlanguage (an unstable language developed 
during the language learning process). The student is on his/her way to 
developing the correct L2 form by receiving input, but this student 
stresses and ignores rules based on input. For example, s/he may have 
learned about 3 person "S" and then overgeneralize the rule to modal 
forms (She cans...) Eventually, s/he will stop as s/he practices more.

I'm simplifying, but what Leki says at the end of all this is: 
"Normally, as language learners continue recieving input from the 
target language, their interlanguage reshapes itself in increasing 
conformity to the L2. For reasons not completly understoond, however, 
certain interlanguage forms become fixed, or folssilized, and no amount 
of input seems to be able to induce a re-analysis of the fossilized 
form to put it more in line with the L2...Fossilized interlanguage 
forms are particularly difficult to alter, possibly because the learner 
is for whaterver reason unmotivated to identify completely with the 
target discours community."

She has more to say about what to do (this particular chapter is about 
correcting sentence level errors - what, how, why). Worth a read I 
think.

Moira Taylor

Moira Taylor
CUNY Adult Literacy Program
101 West 31st St., Room 704
New York, NY 10001
Tel: 212 652 2883
Fax: 646 344 7329
www.literacy.cuny.edu

     "Nicole Graves" <cnaamh at rcn.com>
Sent by: specialtopics-bounces at nifl.gov 04/12/2007 04:05 PM
Please respond to specialtopics

 To: <specialtopics at nifl.gov>
 cc:
 Subject: [SpecialTopics 284] Re: fossilization

Lynne,

Language awareness works for fossilization too. If you stop the student 
and
focus on one point and explain the differences or similarities, on the 
spot,
chances are the problem will go away. When the student is ready to 
become
aware and you make the student aware, it always works. One at a time.

Nicole B. Graves
----- Original Message -----
From: "Lynne Weintraub" <lynneweintraub at hotmail.com>
To: <specialtopics at nifl.gov>
Sent: Thursday, April 12, 2007 7:36 AM
Subject: [SpecialTopics 283] Re: fossilization

> Heide--the GED grammar question reminds me of a related question I've 
had
> on
> my mind for a long time. Over the years, I have run into a number of
> students who seem to be "fossilized" in their language development. 
They
> get
> to a certain point, and then they just don't seem to make any progress
> anymore in terms of pronunciation, structure, or even expanding their
> vocabulary. Has any research been done on this problem? Do you have 
any
> ideas on how to break through? I'd like to offer some hope (and
> strategies)
> to their tutors, but so far I haven't found any that are genuinely
> successful.
> Lynne Weintraub
>
>
>>From: "Wrigley, Heide" <heide at literacywork.com>
>>Reply-To: specialtopics at nifl.gov
>>To: <specialtopics at nifl.gov>
>>Subject: [SpecialTopics 282] Re: (no subject) teaching grammar in the
>>GEDclass
>>Date: Wed, 11 Apr 2007 23:41:16 -0400
>>
>>Hi, Cheryl
>>
>>I'm sorry it took me awhile to get to the grammar question. I just got
>>back from D.C. and am off to Austin in the morning, but here it goes.
>>
>>First of all, it is indeed very difficult to help students write with
>>expression and help them develop their language skills so that they 
are
>>able to write sentences that are grammatical. It is quite a challenge,
>>especially once students are able to communicate quite well orally and
>>aren't particularly keen on working on their grammar skills.
>>
>>Complicating the enterprise is the fact that at this level the
>>difficulties that students have may differ from learner to learner so
>>anything you teach to the entire class will probably bore some 
students
>>(since it's not their problem) and frustrate others (cause they are 
not
>>ready - given where they are in their language development - to absorb
>>whatever rules you are presenting). So any time there is a 
presentation
>>to the entire class on grammar at this level you may only have a few
>>students who are with you. (Cheryl, correct me if I'm wrong in your
>>case, since I am speaking in general terms and obviously don't know 
your
>>students).
>>
>>One thing that doesn't work very well, is to have students write their
>>paragraphs on the board and have everyone else point out the grammar
>>mistakes. Students generally are not particularly engaged in what 
other
>>students have written, particularly if asked to focus on form. And
>>again, some students may be able to detect errors and correct them 
(and
>>what are they learning?) while others are nowhere near ready and the
>>explanations make no sense to them - again, if some of you have had
>>great success with this strategy, let us know.
>>
>>Ok, here then are some strategies that you might try:
>>
>>1. There is a hypothesis in second language acquisition that
>>emphasize the notion of "noticing" and holds that students won't be 
able
>>to acquire accurate linguistic forms and structures, unless they first
>>notice them, that is unless they pay attention to their own language 
and
>>the language of others and say to themselves "oh, that's how it's said
>>(or not said); this is how you write it; this is what people do" And
>>once student pay attention to these forms, it becomes easier for them 
to
>>use correct forms or edit their own writing. So one suggestion I would
>>make to build in your students a curiosity about language, an 
eagerness
>>(well, may-be not eagerness, but an interest) in seeing how language
>>works. This notion is also known as "language awareness" and it goes a
>>long way in helping students pay attention to how the language they 
use
>>in expressing their ideas is similar or different from the way other
>>people say or write things.
>> a. One way to help students build language awareness and
>>look at their own language output is to ask students to circle the 
kinds
>>of phrases or words that appear in their writing that they are not 
sure
>>about. Sometimes students a way to self-correct, but you can also work
>>with them to find better ways of expressing their ideas (sometimes 
that
>>means fixing up the grammar and other times that means rephrasing a
>>sentence and using a different structure altogether, one that the
>>student is more familiar and comfortable with). After you help 
students
>>use fix-up strategies, you can then ask them to pay attention in their
>>reading to see if they can identify the structure in question in other
>>people's writing.
>> b. Another way is to have students read their writings into
>>a tape recorder and then listen to it again to see if it sounds right.
>>I first saw this technique used when I was up in Vancouver at the
>>Invergarry Learning Centre where Janet Isserlis taught for awhile. It
>>was amazing to see how students would read their essays and then
>>self-correct as they noticed that the language they used was awkward 
or
>>ungrammatical. The tape recorder acted as a tool for editing and
>>revision that was fun for students to use (many students I've known 
just
>>hate rewriting - in their mind it was hard enough to put pen to paper
>>and get their thoughts in writing, they don't want to prolong the
>>agony). So the tape recorder adds a new dimension (students can just
>>take turns using the machine as they finish their writings).
>>
>>Of course, building language awareness and helping students 
self-monitor
>>their writing is only one strategy to help students gain greater
>>accuracy in their writing. And self-monitoring is not a great deal of
>>help if students don't have much experience with the standard ways of
>>writing. So you may want to see if there are some common areas of
>>difficulties that your students share (subject-verb agreement; passive
>>constructions; irregular past verbs) and then teach mini-lessons that
>>zero in on those areas. While some students respond well to rules
>>because they are good at deductive thinking, others do much better 
when
>>you present patterns of language and then draw their attention to the
>>commonalities within these patterns - so that you help your students
>>abstract the grammar rules from the sentences they see - helping them 
to
>>get to the aha! moment. This approach is also known as "discovery
>>grammar".
>>
>>If particular grammar forms are new to students and they need to know
>>them because there are no simpler work-arounds, they will need some
>>guided practice in using these forms in different ways so that they
>>become internalized. I would then include these structures in a 
grammar
>>editing check-list that students can use when they look over their own
>>writing - once again, building language awareness in the process.
>>
>>Another insight that might help you: Just correcting students each 
time
>>you see a mistake in their writing and giving them a quick explanation
>>generally doesn't work unless the student made a careless mistake. 
This
>>sort of "drive-by" grammar lesson usually doesn't stick. It is much
>>better, generally, to set some time aside, either with an individual
>>student or with the group and ask the student(s) to focus on a
>>linguistic form when they are not in the middle of writing or reading
>>their writing to others.
>>
>>Finally - and you will notice a theme here - a lesson that I learned 
as
>>an adult second language learner: Quite a few of the mistakes that I
>>made in writing English disappeared when I spent more time thinking
>>about and discussing what it is I wanted to say and write.
>>
>>Quite often, at the intermediate levels, the language that learners 
use
>>is muddled and the sentences awkward or ungrammatical, because the
>>thinking is still fuzzy. Once a writer is clear on what it is exactly
>>(s)he wants to say, it is easier to construct sentences that are clear
>>and concise.
>>
>>I used this model of talking things through to discover what it is you
>>want to write with my students when I taught Developmental Writing and
>>for many students it did make a quite a difference.
>>
>>Others did need some structured lessons on the grammar they had missed
>>along the way.
>>
>>So no silver bullet here (ha! another cultural reference to mess with
>>the uninitiated).
>>
>>Good night all!
>>
>>Heide
>>
>>________________________________
>>
>>From: specialtopics-bounces at nifl.gov
>>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl gentry
>>Sent: Sunday, April 01, 2007 9:01 PM
>>To: specialtopics at nifl.gov
>>Subject: [SpecialTopics 261] (no subject)
>>
>>I teach GED at CRC...a prison in Norco, Calif. I have many students 
who
>>grew up speaking Spanish in the home and have difficulty with English
>>grammar. Are there any special tricks?
>
>
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
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>
>
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4/8/2007
> 8:34 PM
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>
-------------------------------
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From lynneweintraub at hotmail.com  Tue Apr 17 12:14:01 2007
From: lynneweintraub at hotmail.com (Lynne Weintraub)
Date: Tue, 17 Apr 2007 16:14:01 +0000
Subject: [SpecialTopics 306] Re: interlanguage, fossilization,
	and corrective feedback
Message-ID: <BAY106-F2548F9227D9BC74DAEC397DA510@phx.gbl>

Heide: What I often hear from tutors is that they can get the student to 
produce a troublesome sound/sentence correctly (or identify errors) when the 
focus of a lesson is on that one particular aspect of language, but that it 
does not carry through in spontaneous production. Any thoughts?
Lynne Weintraub

>From: "Wrigley, Heide" <heide at literacywork.com>
>Reply-To: specialtopics at nifl.gov
>To: <specialtopics at nifl.gov>
>Subject: [SpecialTopics 300] Re: interlanguage, fossilization,and 
>corrective feedback
>Date: Mon, 16 Apr 2007 17:40:24 -0400
>
>Hi, Nicole and others who have written on issues of fossilization,
>interlanguage (and implicitly error correction), and building language
>awareness through the explicit teaching of mini-lessons.  We appreciate
>both your examples and your insights
>
>I wanted to make sure that we don't leave new teachers or those who come
>to adult ESL from other fields in the dust, so I wanted to stop for a
>minute and add a few definitions:
>
>Interlanguage:  All second language learners make language errors.
>Errors are part of language learning. We make "mistakes" as we try to
>create the target language (L2) in our minds. The language we produce in
>the early stages of proficiency is only an approximation of the target
>language, the language we are trying to learn. Since you cannot memorize
>a new language, mistakes must happen.  The language that learners use on
>their way to proficiency is often referred to as "interlanguage."  As
>students learn and acquire more language through various forms of input
>(noticing; practicing; studying, using the language in various
>contexts), they make fewer language errors and get closer to full
>proficiency. So a student's interlanguage is changing all the time,
>based on the "input" they receive (what they hear and read), and the
>"output" they are asked to produce (speaking, communicating with others;
>presenting). There is some evidence that "corrective feedback"
>judiciously applied (more on that later) can help students notice the
>errors they make, correct them, and move forward, self monitoring and
>self-correcting down the road.
>
>As several others pointed out, creating mini-lessons around some of the
>sticky points (where students keep making the same mistake over and
>over) can be really helpful, if students are indeed ready in their
>language development to understand and integrate new knowledge about
>language into their existing knowledge (schema).  You can try to explain
>how present perfect or how hypotheticals work in the beginning ESL class
>(if I had had the money, I would have bought the car), but your students
>will not be ready to take in sophisticated structures of this sort. So
>you will hear "I be here 5 years" or "I am here 5 years" or "I have 5
>years here" but probably not, "I've been here for five years"  - so
>whatever your Level 1 students say when you ask them "how long have you
>been in the United States,"  that's interlanguage.
>
>Fossilization. At any time in the learning process a student may become
>stuck in some level of interlanguage and may make the same mistakes over
>and over again - and language development does not seem to move forward.
>That's called fossilization. I've know older students who seem to have
>decided that their language skills are close enough and they aren't all
>that interested in improving their grammar. Those may be the students
>that Lynn (Weintraub was talking about). In many cases, the strategies
>we mentioned do get learners moving forward, in others, the learners
>seem so focused on communication that little noticing of form takes
>place. Perhaps asking learners straight out:
>
>Do you want to improve your English?  If so, which part of English?
>(vocabulary, comprehension, pronunciation, grammar). We can then ask
>students to identify language they are not sure about (from an audio
>tape of their story or a written piece). Or as Nicole explains below, we
>can keep trying to isolate a pattern and offer insights.
>
>Corrective feedback: This much we know: If corrective feedback (input
>focused on errors, such as "recasting" has to have any effect, it must
>be selective, judiciously applied and offered at optimal times (NOT,
>when the student is trying to tell us something important - correcting
>at that point can be really insulting and most likely make no
>difference).
>
>Language learning is extraordinarily complex and so is language teaching
>- knowing what to correct, when, why and how (and when to leave things
>alone) may be one of the most critical skills new teachers need to
>learn.
>
>Examples, anyone?
>
>Heide
>
>________________________________
>
>From: specialtopics-bounces at nifl.gov
>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Nicole Graves
>Sent: Sunday, April 15, 2007 1:12 PM
>To: specialtopics at nifl.gov
>Subject: [SpecialTopics 291] Re: fossilization
>
>Hi all,
>
>Recently, once again, two examples of interlanguage development and
>fossilization jumped at me.
>
>The first one from a high level student who has been here 15 years: the
>person consistently used "privaty" for privacy.  You can see that having
>seen the word private on doors at work, at the gym, at school, etc. she
>made up the new word "privaty" applying whatever assumptions she was
>working with at the time.  I might have corrected her by repeating the
>correct form many times but I understood what she wanted to communicate.
>My way of correcting her did not work.  It was not enough.  Because
>there was no breakdown in communication, there was no need to alter the
>utterance.  This week, I stopped and pointed out the mistake directly.
>I also mentioned that other people might be confused and possibly would
>not understand.  We talked about the two words.  It was a five minutes
>direct instruction language awareness lesson.   She self-corrected after
>that for a short time.  She no longer uses the wrong word.
>
>The second one is from a man who has been here more than 6 years but
>just entered a high intermediate class.  He had a smattering of English
>when he first arrived and got a job immediately.  He continued to
>develop his oral English skills over the years but had no time to attend
>classes until now.  When I interviewed him, he said he worked in a
>factory that had 3 shifts [shiftes].  In two months [monses], he would
>change his shift [shifte].  That would allow him to come to class.  I
>asked him how he would write shift and month.  He replied: shifte and
>monte.  You can see how he had applied a plural rule he got somewhere to
>use these words in the plural.  Another quick mini-lesson: no final "e"
>in either of these words.  After a final voiceless consonnant sound, the
>plural marker "s" is also voiceless.  He also learned to self-correct
>with prompting from the teacher at first and no longer makes the
>mistake.  I do not think that he has internalized the rule but he has
>corrected 2 words that appeared "fossilized".
>
>Nicole B. Graves
>
>
>	----- Original Message -----
>	From: Moira.Taylor at domino1.cuny.edu
>	To: specialtopics at nifl.gov
>	Cc: specialtopics at nifl.gov ; specialtopics-bounces at nifl.gov
>	Sent: Friday, April 13, 2007 10:22 AM
>	Subject: [SpecialTopics 286] Re: fossilization
>
>
>	Hi all -
>
>	I've been reading all week, and now how some time to respond.  I
>hope the following is useful.
>
>	First of all, I totally agree awareness is a critical element
>for working on fossilization issues.
>
>	And then, just to put another work into the mix, I was just
>reading a chapter (Chapter 9) in Ilona Leki's book "Understanding ESL
>Writers."  She writes about an interlanguage (an unstable language
>developed during the language learning process).   The student is on
>his/her way to developing the correct L2 form by receiving input, but
>this student stresses and ignores rules based on input.  For example,
>s/he may have learned about 3 person "S" and then overgeneralize the
>rule to modal forms (She cans...)  Eventually, s/he will stop as s/he
>practices more.
>
>	I'm simplifying, but what Leki says at the end of all this is:
>"Normally, as language learners continue recieving input from the target
>language, their interlanguage reshapes itself in increasing conformity
>to the L2.  For reasons not completly understoond, however, certain
>interlanguage forms become fixed, or folssilized, and no amount of input
>seems to be able to induce a re-analysis of the fossilized form to put
>it more in line with the L2...Fossilized interlanguage forms are
>particularly difficult to alter, possibly because the learner is for
>whaterver reason unmotivated to identify completely with the target
>discours community."
>
>	She has more to say about what to do (this particular chapter is
>about correcting sentence level errors - what, how, why).  Worth a read
>I think.
>
>	Moira Taylor
>
>	Moira Taylor
>	CUNY Adult Literacy Program
>	101 West 31st St., Room 704
>	New York, NY 10001
>	Tel: 212 652 2883
>	Fax: 646 344 7329
>	www.literacy.cuny.edu
>
>
>
>"Nicole Graves" <cnaamh at rcn.com>
>Sent by: specialtopics-bounces at nifl.gov
>04/12/2007 04:05 PM
>Please respond to specialtopics
>
>         To:        <specialtopics at nifl.gov>
>         cc:
>         Subject:        [SpecialTopics 284] Re: fossilization
>
>
>
>	Lynne,
>
>	Language awareness works for fossilization too.  If you stop the
>student and
>	focus on one point and explain the differences or similarities,
>on the spot,
>	chances are the problem will go away.  When the student is ready
>to become
>	aware and you make the student aware, it always works.  One at a
>time.
>
>	Nicole B. Graves
>	----- Original Message -----
>	From: "Lynne Weintraub" <lynneweintraub at hotmail.com>
>	To: <specialtopics at nifl.gov>
>	Sent: Thursday, April 12, 2007 7:36 AM
>	Subject: [SpecialTopics 283] Re: fossilization
>
>
>	> Heide--the GED grammar question reminds me of a related
>question I've had
>	> on
>	> my mind for a long time. Over the years, I have run into a
>number of
>	> students who seem to be "fossilized" in their language
>development. They
>	> get
>	> to a certain point, and then they just don't seem to make any
>progress
>	> anymore in terms of pronunciation, structure, or even
>expanding their
>	> vocabulary. Has any research been done on this problem? Do you
>have any
>	> ideas on how to break through? I'd like to offer some hope
>(and
>	> strategies)
>	> to their tutors, but so far I haven't found any that are
>genuinely
>	> successful.
>	> Lynne Weintraub
>	>
>	>
>	>>From: "Wrigley, Heide" <heide at literacywork.com>
>	>>Reply-To: specialtopics at nifl.gov
>	>>To: <specialtopics at nifl.gov>
>	>>Subject: [SpecialTopics 282] Re: (no subject) teaching grammar
>in the
>	>>GEDclass
>	>>Date: Wed, 11 Apr 2007 23:41:16 -0400
>	>>
>	>>Hi, Cheryl
>	>>
>	>>I'm sorry it took me awhile to get to the grammar question. I
>just got
>	>>back from D.C. and am off to Austin in the morning, but here
>it goes.
>	>>
>	>>First of all, it is indeed very difficult to help students
>write with
>	>>expression and help them develop their language skills so that
>they are
>	>>able to write sentences that are grammatical. It is quite a
>challenge,
>	>>especially once students are able to communicate quite well
>orally and
>	>>aren't particularly keen on working on their grammar skills.
>	>>
>	>>Complicating the enterprise is the fact that at this level the
>	>>difficulties that students have may differ from learner to
>learner so
>	>>anything you teach to the entire class will probably bore some
>students
>	>>(since it's not their problem) and frustrate others (cause
>they are not
>	>>ready - given where they are in their language development -
>to absorb
>	>>whatever rules you are presenting). So any time there is a
>presentation
>	>>to the entire class on grammar at this level you may only have
>a few
>	>>students who are with you. (Cheryl, correct me if I'm wrong in
>your
>	>>case, since I am speaking in general terms and obviously don't
>know your
>	>>students).
>	>>
>	>>One thing that doesn't work very well, is to have students
>write their
>	>>paragraphs on the board and have everyone else point out the
>grammar
>	>>mistakes. Students generally are not particularly engaged in
>what other
>	>>students have written, particularly if asked to focus on form.
>And
>	>>again, some students may be able to detect errors and correct
>them (and
>	>>what are they learning?) while others are nowhere near ready
>and the
>	>>explanations make no sense to them - again, if some of you
>have had
>	>>great success with this strategy, let us know.
>	>>
>	>>Ok, here then are some strategies that you might try:
>	>>
>	>>1. There is a hypothesis in second language acquisition that
>	>>emphasize the notion of "noticing" and holds that students
>won't be able
>	>>to acquire accurate linguistic forms and structures, unless
>they first
>	>>notice them, that is unless they pay attention to their own
>language and
>	>>the language of others and say to themselves "oh, that's how
>it's said
>	>>(or not said); this is how you write it; this is what people
>do"  And
>	>>once student pay attention to these forms, it becomes easier
>for them to
>	>>use correct forms or edit their own writing. So one suggestion
>I would
>	>>make to build in your students a curiosity about language, an
>eagerness
>	>>(well, may-be not eagerness, but an interest) in seeing how
>language
>	>>works. This notion is also known as "language awareness" and
>it goes a
>	>>long way in helping students pay attention to how the language
>they use
>	>>in expressing their ideas is similar or different from the way
>other
>	>>people say or write things.
>	>> a. One way to help students build language awareness and
>	>>look at their own language output is to ask students to circle
>the kinds
>	>>of phrases or words that appear in their writing that they are
>not sure
>	>>about. Sometimes students a way to self-correct, but you can
>also work
>	>>with them to find better ways of expressing their ideas
>(sometimes that
>	>>means fixing up the grammar and other times that means
>rephrasing a
>	>>sentence and using a different structure altogether, one that
>the
>	>>student is more familiar and comfortable with).  After you
>help students
>	>>use fix-up strategies, you can then ask them to pay attention
>in their
>	>>reading to see if they can identify the structure in question
>in other
>	>>people's writing.
>	>> b. Another way is to have students read their writings into
>	>>a tape recorder and then listen to it again to see if it
>sounds right.
>	>>I first saw this technique used when I was up in Vancouver at
>the
>	>>Invergarry Learning Centre where Janet Isserlis taught for
>awhile. It
>	>>was amazing to see how students would read their essays and
>then
>	>>self-correct as they noticed that the language they used was
>awkward or
>	>>ungrammatical. The tape recorder acted as a tool for editing
>and
>	>>revision that was fun for students to use (many students I've
>known just
>	>>hate rewriting - in their mind it was hard enough to put pen
>to paper
>	>>and get their thoughts in writing, they don't want to prolong
>the
>	>>agony). So the tape recorder adds a new dimension (students
>can just
>	>>take turns using the machine as they finish their writings).
>	>>
>	>>Of course, building language awareness and helping students
>self-monitor
>	>>their writing is only one strategy to help students gain
>greater
>	>>accuracy in their writing. And self-monitoring is not a great
>deal of
>	>>help if students don't have much experience with the standard
>ways of
>	>>writing. So you may want to see if there are some common areas
>of
>	>>difficulties that your students share (subject-verb agreement;
>passive
>	>>constructions; irregular past verbs) and then teach
>mini-lessons that
>	>>zero in on those areas. While some students respond well to
>rules
>	>>because they are good at deductive thinking, others do much
>better when
>	>>you present patterns of language and then draw their attention
>to the
>	>>commonalities within these patterns - so that you help your
>students
>	>>abstract the grammar rules from the sentences they see -
>helping them to
>	>>get to the aha! moment. This approach is also known as
>"discovery
>	>>grammar".
>	>>
>	>>If particular grammar forms are new to students and they need
>to know
>	>>them because there are no simpler work-arounds, they will need
>some
>	>>guided practice in using these forms in different ways so that
>they
>	>>become internalized.  I would then include these structures in
>a grammar
>	>>editing check-list that students can use when they look over
>their own
>	>>writing - once again, building language awareness in the
>process.
>	>>
>	>>Another insight that might help you: Just correcting students
>each time
>	>>you see a mistake in their writing and giving them a quick
>explanation
>	>>generally doesn't work unless the student made a careless
>mistake. This
>	>>sort of "drive-by" grammar lesson usually doesn't stick. It is
>much
>	>>better, generally, to set some time aside, either with an
>individual
>	>>student or with the group and ask the student(s) to focus on a
>	>>linguistic form when they are not in the middle of writing or
>reading
>	>>their writing to others.
>	>>
>	>>Finally - and you will notice a theme here - a lesson that I
>learned as
>	>>an adult second language learner:  Quite a few of the mistakes
>that I
>	>>made in writing English disappeared when I spent more time
>thinking
>	>>about and discussing what it is I wanted to say and write.
>	>>
>	>>Quite often, at the intermediate levels, the language that
>learners use
>	>>is muddled and the sentences awkward or ungrammatical, because
>the
>	>>thinking is still fuzzy. Once a writer is clear on what it is
>exactly
>	>>(s)he wants to say, it is easier to construct sentences that
>are clear
>	>>and concise.
>	>>
>	>>I used this model of talking things through to discover what
>it is you
>	>>want to write with my students when I taught Developmental
>Writing and
>	>>for many students it did make a quite a difference.
>	>>
>	>>Others did need some structured lessons on the grammar they
>had missed
>	>>along the way.
>	>>
>	>>So no silver bullet here (ha! another cultural reference to
>mess with
>	>>the uninitiated).
>	>>
>	>>Good night all!
>	>>
>	>>Heide
>	>>
>	>>________________________________
>	>>
>	>>From: specialtopics-bounces at nifl.gov
>	>>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl
>gentry
>	>>Sent: Sunday, April 01, 2007 9:01 PM
>	>>To: specialtopics at nifl.gov
>	>>Subject: [SpecialTopics 261] (no subject)
>	>>
>	>>I teach GED at CRC...a prison in Norco, Calif. I have many
>students who
>	>>grew up speaking Spanish in the home and have difficulty with
>English
>	>>grammar. Are there any special tricks?
>	>
>	>
>	>>-------------------------------
>	>>National Institute for Literacy
>	>>Special Topics mailing list
>	>>SpecialTopics at nifl.gov
>	>>To unsubscribe or change your subscription settings, please go
>to
>	>>http://www.nifl.gov/mailman/listinfo/SpecialTopics
>	>
>	>
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>	>
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>Date: 4/8/2007
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From janeaddeo at comcast.net  Tue Apr 17 14:19:04 2007
From: janeaddeo at comcast.net (janeaddeo at comcast.net)
Date: Tue, 17 Apr 2007 18:19:04 +0000
Subject: [SpecialTopics 307] Re: (no subject) teaching grammar in the GED
	class
Message-ID: <041720071819.11475.46250F96000002C400002CD32213484373010A0B0B0E0A020E06@comcast.net>

Robin,

Thank you so much for your enlightening comments regarding "auditory attention and auditory input."

If possible, could you please share citations on these topics from your research.  Is it research that you conducted?

Thanks again for your comments.

Jane

-------------- Original message -------------- 
From: robinschwarz1 at aol.com 

> Thank you Heide for the great explanation of why correction does not 
> always help and for pointing out the need for language awareness. This 
> is a topic I address often from two perspectives. The first is that of 
> the non-literate learner-- who has little understanding of the 
> structure of language and for whom grammar is a mystery. I have 
> observed very low level ESOL classes of non- or preliterate learners 
> where teachers were attempting to explain grammar or mistakes by using 
> grammar and the learners were completely mystified. 
> 
> One teacher with whom I was discussing this problem recently expressed 
> frustration because the structure she was trying to explain in English 
> exists in Spanish and the learner in question just couldn't seem to get 
> that. But the teacher herself finally had the insight that since that 
> learner had almost no education in Spanish either, just the fact of 
> translating the structure or referring to it in the native language 
> doesn't mean the learner will understand it. (and then of course for 
> many teachers there is the issue that learners with unwritten languages 
> will not have any access to the notions of grammar nor the words for it 
> in their language---they do not exist. ) 
> 
> The second perspective is of auditory attention to grammar-- a teacher 
> recently gave me an example of a learner who had "fossilized" grammar 
> and never had subject verb agreement in the simple present tense ( He 
> say, she talk, etc. ) One day recently the teacher automatically 
> corrected this student when she said "he look" and the student was 
> stunned. She asked, " What did you just say? Did you say LOOKS???" 
> and the teacher said yes, The student asked, " Do you mean you have 
> always been saying LOOKS with a final /s/ and I never heard it??" And 
> the teacher said, of course, YES! 
> 
> This is a small illustration of the need to bring many adult learners' 
> attention to the auditory details they do not know they should hear. 
> Since we know that literacy skills and language skills transfer at the 
> level at which they are developed in first language, if a learner does 
> not know HOW verbs agree in his or her own language or how plurals are 
> made or how present past and future are indicated, why would that 
> learner be listening for how it is in English. My research tells me 
> that accurate auditory input is required for the brain to build up a 
> store of sounds, words, strings of words ( such as idioms) and grammar 
> strings--but if the auditory input is not accurate, the stored up 
> information is not accurate. Hence we need to help learners pay 
> attention auditorily to details they are not hearing. 
> 
> But, as Heide points out, this will only be useful if the learner is at 
> the language learning stage where she or he can make sense of it. 
> Language acquisition stages are yet another piece of the picture which 
> is not well known in adult ESOL. 
> 
> Robin Lovrien Schwarz 
> 
> -----Original Message----- 
> From: heide at literacywork.com 
> To: specialtopics at nifl.gov 
> Sent: Wed, 11 Apr 2007 10:41 PM 
> Subject: [SpecialTopics 282] Re: (no subject) teaching grammar in the 
> GED class 
> 
> Hi, Cheryl 
> 
> 
> 
> I???m sorry it took me awhile to get to the grammar question. I just got 
> back from D.C. and am off to Austin in the morning, but here it goes. 
> 
> 
> 
> First of all, it is indeed very difficult to help students write with 
> expression and help them develop their language skills so that they are 
> able to write sentences that are grammatical. It is quite a challenge, 
> especially once students are able to communicate quite well orally and 
> aren???t particularly keen on working on their grammar skills. 
> 
> 
> 
> Complicating the enterprise is the fact that at this level the 
> difficulties that students have may differ from learner to learner so 
> anything you teach to the entire class will probably bore some students 
> (since it???s not their problem) and frustrate others (cause they are not 
> ready - given where they are in their language development ??? to absorb 
> whatever rules you are presenting). So any time there is a presentation 
> to the entire class on grammar at this level you may only have a few 
> students who are with you. (Cheryl, correct me if I???m wrong in your 
> case, since I am speaking in general terms and obviously don???t know 
> your students). 
> 
> 
> 
> One thing that doesn???t work very well, is to have students write their 
> paragraphs on the board and have everyone else point out the grammar 
> mistakes. Students generally are not particularly engaged in what other 
> students have written, particularly if asked to focus on form. And 
> again, some students may be able to detect errors and correct them (and 
> what are they learning?) while others are nowhere near ready and the 
> explanations make no sense to them ??? again, if some of you have had 
> great success with this strategy, let us know. 
> 
> 
> 
> Ok, here then are some strategies that you might try: 
> 
> 
> 
> * There is a hypothesis in second language acquisition that emphasize 
> the notion of ???noticing??? and holds that students won???t be able to 
> acquire accurate linguistic forms and structures, unless they first 
> notice them, that is unless they pay attention to their own language 
> and the language of others and say to themselves ???oh, that???s how it???s 
> said (or not said); this is how you write it; this is what people do??? 
> And once student pay attention to these forms, it becomes easier for 
> them to use correct forms or edit their own writing. So one suggestion 
> I would make to build in your students a curiosity about language, an 
> eagerness (well, may-be not eagerness, but an interest) in seeing how 
> language works. This notion is also known as ???language awareness??? and 
> it goes a long way in helping students pay attention to how the 
> language they use in expressing their ideas is similar or different 
> from the way other people say or write things. 
> * One way to help students build language awareness and look at their 
> own language output is to ask students to circle the kinds of phrases 
> or words that appear in their writing that they are not sure about. 
> Sometimes students a way to self-correct, but you can also work with 
> them to find better ways of expressing their ideas (sometimes that 
> means fixing up the grammar and other times that means rephrasing a 
> sentence and using a different structure altogether, one that the 
> student is more familiar and comfortable with). After you help 
> students use fix-up strategies, you can then ask them to pay attention 
> in their reading to see if they can identify the structure in question 
> in other people???s writing. 
> * Another way is to have students read their writings into a tape 
> recorder and then listen to it again to see if it sounds right. I first 
> saw this technique used when I was up in Vancouver at the Invergarry 
> Learning Centre where Janet Isserlis taught for awhile. It was amazing 
> to see how students would read their essays and then self-correct as 
> they noticed that the language they used was awkward or ungrammatical. 
> The tape recorder acted as a tool for editing and revision that was fun 
> for students to use (many students I???ve known just hate rewriting ??? in 
> their mind it was hard enough to put pen to paper and get their 
> thoughts in writing, they don???t want to prolong the agony). So the tape 
> recorder adds a new dimension (students can just take turns using the 
> machine as they finish their writings). 
> 
> 
> Of course, building language awareness and helping students 
> self-monitor their writing is only one strategy to help students gain 
> greater accuracy in their writing. And self-monitoring is not a great 
> deal of help if students don???t have much experience with the standard 
> ways of writing. So you may want to see if there are some common areas 
> of difficulties that your students share (subject-verb agreement; 
> passive constructions; irregular past verbs) and then teach 
> mini-lessons that zero in on those areas. While some students respond 
> well to rules because they are good at deductive thinking, others do 
> much better when you present patterns of language and then draw their 
> attention to the commonalities within these patterns ??? so that you help 
> your students abstract the grammar rules from the sentences they see ??? 
> helping them to get to the aha! moment. This approach is also known as 
> ???discovery grammar???. 
> 
> 
> 
> If particular grammar forms are new to students and they need to know 
> them because there are no simpler work-arounds, they will need some 
> guided practice in using these forms in different ways so that they 
> become internalized. I would then include these structures in a grammar 
> editing check-list that students can use when they look over their own 
> writing ??? once again, building language awareness in the process. 
> 
> 
> 
> Another insight that might help you: Just correcting students each 
> time you see a mistake in their writing and giving them a quick 
> explanation generally doesn???t work unless the student made a careless 
> mistake. This sort of ???drive-by??? grammar lesson usually doesn???t stick. 
> It is much better, generally, to set some time aside, either with an 
> individual student or with the group and ask the student(s) to focus on 
> a linguistic form when they are not in the middle of writing or reading 
> their writing to others. 
> 
> 
> 
> Finally ??? and you will notice a theme here ??? a lesson that I learned 
> as an adult second language learner: Quite a few of the mistakes that 
> I made in writing English disappeared when I spent more time thinking 
> about and discussing what it is I wanted to say and write. 
> 
> 
> 
> Quite often, at the intermediate levels, the language that learners 
> use is muddled and the sentences awkward or ungrammatical, because the 
> thinking is still fuzzy. Once a writer is clear on what it is exactly 
> (s)he wants to say, it is easier to construct sentences that are clear 
> and concise. 
> 
> 
> 
> I used this model of talking things through to discover what it is you 
> want to write with my students when I taught Developmental Writing and 
> for many students it did make a quite a difference. 
> 
> 
> 
> Others did need some structured lessons on the grammar they had missed 
> along the way. 
> 
> 
> 
> So no silver bullet here (ha! another cultural reference to mess with 
> the uninitiated). 
> 
> 
> 
> Good night all! 
> 
> 
> 
> Heide 
> 
> 
> 
> -------- 
> 
> From: specialtopics-bounces at nifl.gov 
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl gentry 
> Sent: Sunday, April 01, 2007 9:01 PM 
> To: specialtopics at nifl.gov 
> Subject: [SpecialTopics 261] (no subject) 
> 
> 
> 
> 
> I teach GED at CRC...a prison in Norco, Calif. I have many students 
> who grew up speaking Spanish in the home and have difficulty with 
> English grammar. Are there any special tricks? 
> 
> 
> 
> 
> ------------------------------- 
> National Institute for Literacy 
> Special Topics mailing list 
> SpecialTopics at nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics 
> 
> 
> ________________________________________________________________________ 
> AOL now offers free email to everyone. Find out more about what's free 
> from AOL at AOL.com. 
> =0 
> ------------------------------- 
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From robinschwarz1 at aol.com  Tue Apr 17 22:47:21 2007
From: robinschwarz1 at aol.com (robinschwarz1 at aol.com)
Date: Tue, 17 Apr 2007 22:47:21 -0400
Subject: [SpecialTopics 308] Re: interlanguage, fossilization,
 and corrective feedback
In-Reply-To: <BAY106-F2548F9227D9BC74DAEC397DA510@phx.gbl>
References: <BAY106-F2548F9227D9BC74DAEC397DA510@phx.gbl>
Message-ID: <8C94F7B05B64169-1958-50C@FWM-M31.sysops.aol.com>

Lynn-- I will jump in with my version of this-- I hope Heide has her 
version.  I get asked this question an awful lot.  I know from brain 
research that the brain creates neural pathways when anything is 
learned.   The longer the behavior is used, the bigger the neural 
pathway.   When we help learners produce a new sound or combination of 
sounds, we are asking them to create a new pathway --we want that one 
to replace the old one, but at first --and maybe always-- the old is 
like an interstate and the new one like a cow path-- the old one will 
be used in unconsciousl situations because it is so well established.

It is said about spelling that one must spell a word correctly one more 
time than one has spelled it incorrectly in life--which means the same 
thing-- the new pathway has to become dominant over the old one for the 
new behavior to be used more than the old one-- in adult language 
learners' brains, this means an awful lot of practice!!

As I have said before here, one practice I advocate heavily is use of 
minimal pair drills to help the learner's brain focus on the critical 
sounds it needs to build that new pathway.  I was challenged on this 
recently by people in ESOL who say that minimal pairs do not help adult 
learners at all and are a waste of time because their brains cannot 
learn to hear these differences any more .  However, I did a reality 
check on that with a colleague who is a speech pathologist.   She 
scoffed at this idea--in speech pathology, minimal pairs are used not 
only as a screening test, but are used vigorously by therapists to help 
patients of all ages who need clearer auditory input to be able to 
produce speech more clearly.   This is exactly why I have used them for 
years with ANY learner or group of learners I work with.  It helps so 
much with the problem  you identify.

I do a lot of training around minimal pairs and teachers always report 
that students are EAGER for the practice and often ask to have practice 
on sounds they KNOW they have difficulty hearing and producing.

Robin Lovrien Schwarz

-----Original Message-----
From: lynneweintraub at hotmail.com
To: specialtopics at nifl.gov
Sent: Tue, 17 Apr 2007 11:14 AM
Subject: [SpecialTopics 306] Re: interlanguage, fossilization, and 
corrective feedback

Heide: What I often hear from tutors is that they can get the student 
to
produce a troublesome sound/sentence correctly (or identify errors) 
when the
focus of a lesson is on that one particular aspect of language, but 
that it
does not carry through in spontaneous production. Any thoughts?
Lynne Weintraub

>From: "Wrigley, Heide" <heide at literacywork.com>
>Reply-To: specialtopics at nifl.gov
>To: <specialtopics at nifl.gov>
>Subject: [SpecialTopics 300] Re: interlanguage, fossilization,and
>corrective feedback
>Date: Mon, 16 Apr 2007 17:40:24 -0400
>
>Hi, Nicole and others who have written on issues of fossilization,
>interlanguage (and implicitly error correction), and building language
>awareness through the explicit teaching of mini-lessons.  We appreciate
>both your examples and your insights
>
>I wanted to make sure that we don't leave new teachers or those who 
come
>to adult ESL from other fields in the dust, so I wanted to stop for a
>minute and add a few definitions:
>
>Interlanguage:  All second language learners make language errors.
>Errors are part of language learning. We make "mistakes" as we try to
>create the target language (L2) in our minds. The language we produce 
in
>the early stages of proficiency is only an approximation of the target
>language, the language we are trying to learn. Since you cannot 
memorize
>a new language, mistakes must happen.  The language that learners use 
on
>their way to proficiency is often referred to as "interlanguage."  As
>students learn and acquire more language through various forms of input
>(noticing; practicing; studying, using the language in various
>contexts), they make fewer language errors and get closer to full
>proficiency. So a student's interlanguage is changing all the time,
>based on the "input" they receive (what they hear and read), and the
>"output" they are asked to produce (speaking, communicating with 
others;
>presenting). There is some evidence that "corrective feedback"
>judiciously applied (more on that later) can help students notice the
>errors they make, correct them, and move forward, self monitoring and
>self-correcting down the road.
>
>As several others pointed out, creating mini-lessons around some of the
>sticky points (where students keep making the same mistake over and
>over) can be really helpful, if students are indeed ready in their
>language development to understand and integrate new knowledge about
>language into their existing knowledge (schema).  You can try to 
explain
>how present perfect or how hypotheticals work in the beginning ESL 
class
>(if I had had the money, I would have bought the car), but your 
students
>will not be ready to take in sophisticated structures of this sort. So
>you will hear "I be here 5 years" or "I am here 5 years" or "I have 5
>years here" but probably not, "I've been here for five years"  - so
>whatever your Level 1 students say when you ask them "how long have you
>been in the United States,"  that's interlanguage.
>
>Fossilization. At any time in the learning process a student may become
>stuck in some level of interlanguage and may make the same mistakes 
over
>and over again - and language development does not seem to move 
forward.
>That's called fossilization. I've know older students who seem to have
>decided that their language skills are close enough and they aren't all
>that interested in improving their grammar. Those may be the students
>that Lynn (Weintraub was talking about). In many cases, the strategies
>we mentioned do get learners moving forward, in others, the learners
>seem so focused on communication that little noticing of form takes
>place. Perhaps asking learners straight out:
>
>Do you want to improve your English?  If so, which part of English?
>(vocabulary, comprehension, pronunciation, grammar). We can then ask
>students to identify language they are not sure about (from an audio
>tape of their story or a written piece). Or as Nicole explains below, 
we
>can keep trying to isolate a pattern and offer insights.
>
>Corrective feedback: This much we know: If corrective feedback (input
>focused on errors, such as "recasting" has to have any effect, it must
>be selective, judiciously applied and offered at optimal times (NOT,
>when the student is trying to tell us something important - correcting
>at that point can be really insulting and most likely make no
>difference).
>
>Language learning is extraordinarily complex and so is language 
teaching
>- knowing what to correct, when, why and how (and when to leave things
>alone) may be one of the most critical skills new teachers need to
>learn.
>
>Examples, anyone?
>
>Heide
>
>________________________________
>
>From: specialtopics-bounces at nifl.gov
>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Nicole Graves
>Sent: Sunday, April 15, 2007 1:12 PM
>To: specialtopics at nifl.gov
>Subject: [SpecialTopics 291] Re: fossilization
>
>Hi all,
>
>Recently, once again, two examples of interlanguage development and
>fossilization jumped at me.
>
>The first one from a high level student who has been here 15 years: the
>person consistently used "privaty" for privacy.  You can see that 
having
>seen the word private on doors at work, at the gym, at school, etc. she
>made up the new word "privaty" applying whatever assumptions she was
>working with at the time.  I might have corrected her by repeating the
>correct form many times but I understood what she wanted to 
communicate.
>My way of correcting her did not work.  It was not enough.  Because
>there was no breakdown in communication, there was no need to alter the
>utterance.  This week, I stopped and pointed out the mistake directly.
>I also mentioned that other people might be confused and possibly would
>not understand.  We talked about the two words.  It was a five minutes
>direct instruction language awareness lesson.   She self-corrected 
after
>that for a short time.  She no longer uses the wrong word.
>
>The second one is from a man who has been here more than 6 years but
>just entered a high intermediate class.  He had a smattering of English
>when he first arrived and got a job immediately.  He continued to
>develop his oral English skills over the years but had no time to 
attend
>classes until now.  When I interviewed him, he said he worked in a
>factory that had 3 shifts [shiftes].  In two months [monses], he would
>change his shift [shifte].  That would allow him to come to class.  I
>asked him how he would write shift and month.  He replied: shifte and
>monte.  You can see how he had applied a plural rule he got somewhere 
to
>use these words in the plural.  Another quick mini-lesson: no final "e"
>in either of these words.  After a final voiceless consonnant sound, 
the
>plural marker "s" is also voiceless.  He also learned to self-correct
>with prompting from the teacher at first and no longer makes the
>mistake.  I do not think that he has internalized the rule but he has
>corrected 2 words that appeared "fossilized".
>
>Nicole B. Graves
>
>
>   ----- Original Message -----
>   From: Moira.Taylor at domino1.cuny.edu
>   To: specialtopics at nifl.gov
>   Cc: specialtopics at nifl.gov ; specialtopics-bounces at nifl.gov
>   Sent: Friday, April 13, 2007 10:22 AM
>   Subject: [SpecialTopics 286] Re: fossilization
>
>
>   Hi all -
>
>   I've been reading all week, and now how some time to respond.  I
>hope the following is useful.
>
>   First of all, I totally agree awareness is a critical element
>for working on fossilization issues.
>
>   And then, just to put another work into the mix, I was just
>reading a chapter (Chapter 9) in Ilona Leki's book "Understanding ESL
>Writers."  She writes about an interlanguage (an unstable language
>developed during the language learning process).   The student is on
>his/her way to developing the correct L2 form by receiving input, but
>this student stresses and ignores rules based on input.  For example,
>s/he may have learned about 3 person "S" and then overgeneralize the
>rule to modal forms (She cans...)  Eventually, s/he will stop as s/he
>practices more.
>
>   I'm simplifying, but what Leki says at the end of all this is:
>"Normally, as language learners continue recieving input from the 
target
>language, their interlanguage reshapes itself in increasing conformity
>to the L2.  For reasons not completly understoond, however, certain
>interlanguage forms become fixed, or folssilized, and no amount of 
input
>seems to be able to induce a re-analysis of the fossilized form to put
>it more in line with the L2...Fossilized interlanguage forms are
>particularly difficult to alter, possibly because the learner is for
>whaterver reason unmotivated to identify completely with the target
>discours community."
>
>   She has more to say about what to do (this particular chapter is
>about correcting sentence level errors - what, how, why).  Worth a read
>I think.
>
>   Moira Taylor
>
>   Moira Taylor
>   CUNY Adult Literacy Program
>   101 West 31st St., Room 704
>   New York, NY 10001
>   Tel: 212 652 2883
>   Fax: 646 344 7329
>   www.literacy.cuny.edu
>
>
>
>"Nicole Graves" <cnaamh at rcn.com>
>Sent by: specialtopics-bounces at nifl.gov
>04/12/2007 04:05 PM
>Please respond to specialtopics
>
>         To:        <specialtopics at nifl.gov>
>         cc:
>         Subject:        [SpecialTopics 284] Re: fossilization
>
>
>
>   Lynne,
>
>   Language awareness works for fossilization too.  If you stop the
>student and
>   focus on one point and explain the differences or similarities,
>on the spot,
>   chances are the problem will go away.  When the student is ready
>to become
>   aware and you make the student aware, it always works.  One at a
>time.
>
>   Nicole B. Graves
>   ----- Original Message -----
>   From: "Lynne Weintraub" <lynneweintraub at hotmail.com>
>   To: <specialtopics at nifl.gov>
>   Sent: Thursday, April 12, 2007 7:36 AM
>   Subject: [SpecialTopics 283] Re: fossilization
>
>
>   > Heide--the GED grammar question reminds me of a related
>question I've had
>   > on
>   > my mind for a long time. Over the years, I have run into a
>number of
>   > students who seem to be "fossilized" in their language
>development. They
>   > get
>   > to a certain point, and then they just don't seem to make any
>progress
>   > anymore in terms of pronunciation, structure, or even
>expanding their
>   > vocabulary. Has any research been done on this problem? Do you
>have any
>   > ideas on how to break through? I'd like to offer some hope
>(and
>   > strategies)
>   > to their tutors, but so far I haven't found any that are
>genuinely
>   > successful.
>   > Lynne Weintraub
>   >
>   >
>   >>From: "Wrigley, Heide" <heide at literacywork.com>
>   >>Reply-To: specialtopics at nifl.gov
>   >>To: <specialtopics at nifl.gov>
>   >>Subject: [SpecialTopics 282] Re: (no subject) teaching grammar
>in the
>   >>GEDclass
>   >>Date: Wed, 11 Apr 2007 23:41:16 -0400
>   >>
>   >>Hi, Cheryl
>   >>
>   >>I'm sorry it took me awhile to get to the grammar question. I
>just got
>   >>back from D.C. and am off to Austin in the morning, but here
>it goes.
>   >>
>   >>First of all, it is indeed very difficult to help students
>write with
>   >>expression and help them develop their language skills so that
>they are
>   >>able to write sentences that are grammatical. It is quite a
>challenge,
>   >>especially once students are able to communicate quite well
>orally and
>   >>aren't particularly keen on working on their grammar skills.
>   >>
>   >>Complicating the enterprise is the fact that at this level the
>   >>difficulties that students have may differ from learner to
>learner so
>   >>anything you teach to the entire class will probably bore some
>students
>   >>(since it's not their problem) and frustrate others (cause
>they are not
>   >>ready - given where they are in their language development -
>to absorb
>   >>whatever rules you are presenting). So any time there is a
>presentation
>   >>to the entire class on grammar at this level you may only have
>a few
>   >>students who are with you. (Cheryl, correct me if I'm wrong in
>your
>   >>case, since I am speaking in general terms and obviously don't
>know your
>   >>students).
>   >>
>   >>One thing that doesn't work very well, is to have students
>write their
>   >>paragraphs on the board and have everyone else point out the
>grammar
>   >>mistakes. Students generally are not particularly engaged in
>what other
>   >>students have written, particularly if asked to focus on form.
>And
>   >>again, some students may be able to detect errors and correct
>them (and
>   >>what are they learning?) while others are nowhere near ready
>and the
>   >>explanations make no sense to them - again, if some of you
>have had
>   >>great success with this strategy, let us know.
>   >>
>   >>Ok, here then are some strategies that you might try:
>   >>
>   >>1. There is a hypothesis in second language acquisition that
>   >>emphasize the notion of "noticing" and holds that students
>won't be able
>   >>to acquire accurate linguistic forms and structures, unless
>they first
>   >>notice them, that is unless they pay attention to their own
>language and
>   >>the language of others and say to themselves "oh, that's how
>it's said
>   >>(or not said); this is how you write it; this is what people
>do"  And
>   >>once student pay attention to these forms, it becomes easier
>for them to
>   >>use correct forms or edit their own writing. So one suggestion
>I would
>   >>make to build in your students a curiosity about language, an
>eagerness
>   >>(well, may-be not eagerness, but an interest) in seeing how
>language
>   >>works. This notion is also known as "language awareness" and
>it goes a
>   >>long way in helping students pay attention to how the language
>they use
>   >>in expressing their ideas is similar or different from the way
>other
>   >>people say or write things.
>   >> a. One way to help students build language awareness and
>   >>look at their own language output is to ask students to circle
>the kinds
>   >>of phrases or words that appear in their writing that they are
>not sure
>   >>about. Sometimes students a way to self-correct, but you can
>also work
>   >>with them to find better ways of expressing their ideas
>(sometimes that
>   >>means fixing up the grammar and other times that means
>rephrasing a
>   >>sentence and using a different structure altogether, one that
>the
>   >>student is more familiar and comfortable with).  After you
>help students
>   >>use fix-up strategies, you can then ask them to pay attention
>in their
>   >>reading to see if they can identify the structure in question
>in other
>   >>people's writing.
>   >> b. Another way is to have students read their writings into
>   >>a tape recorder and then listen to it again to see if it
>sounds right.
>   >>I first saw this technique used when I was up in Vancouver at
>the
>   >>Invergarry Learning Centre where Janet Isserlis taught for
>awhile. It
>   >>was amazing to see how students would read their essays and
>then
>   >>self-correct as they noticed that the language they used was
>awkward or
>   >>ungrammatical. The tape recorder acted as a tool for editing
>and
>   >>revision that was fun for students to use (many students I've
>known just
>   >>hate rewriting - in their mind it was hard enough to put pen
>to paper
>   >>and get their thoughts in writing, they don't want to prolong
>the
>   >>agony). So the tape recorder adds a new dimension (students
>can just
>   >>take turns using the machine as they finish their writings).
>   >>
>   >>Of course, building language awareness and helping students
>self-monitor
>   >>their writing is only one strategy to help students gain
>greater
>   >>accuracy in their writing. And self-monitoring is not a great
>deal of
>   >>help if students don't have much experience with the standard
>ways of
>   >>writing. So you may want to see if there are some common areas
>of
>   >>difficulties that your students share (subject-verb agreement;
>passive
>   >>constructions; irregular past verbs) and then teach
>mini-lessons that
>   >>zero in on those areas. While some students respond well to
>rules
>   >>because they are good at deductive thinking, others do much
>better when
>   >>you present patterns of language and then draw their attention
>to the
>   >>commonalities within these patterns - so that you help your
>students
>   >>abstract the grammar rules from the sentences they see -
>helping them to
>   >>get to the aha! moment. This approach is also known as
>"discovery
>   >>grammar".
>   >>
>   >>If particular grammar forms are new to students and they need
>to know
>   >>them because there are no simpler work-arounds, they will need
>some
>   >>guided practice in using these forms in different ways so that
>they
>   >>become internalized.  I would then include these structures in
>a grammar
>   >>editing check-list that students can use when they look over
>their own
>   >>writing - once again, building language awareness in the
>process.
>   >>
>   >>Another insight that might help you: Just correcting students
>each time
>   >>you see a mistake in their writing and giving them a quick
>explanation
>   >>generally doesn't work unless the student made a careless
>mistake. This
>   >>sort of "drive-by" grammar lesson usually doesn't stick. It is
>much
>   >>better, generally, to set some time aside, either with an
>individual
>   >>student or with the group and ask the student(s) to focus on a
>   >>linguistic form when they are not in the middle of writing or
>reading
>   >>their writing to others.
>   >>
>   >>Finally - and you will notice a theme here - a lesson that I
>learned as
>   >>an adult second language learner:  Quite a few of the mistakes
>that I
>   >>made in writing English disappeared when I spent more time
>thinking
>   >>about and discussing what it is I wanted to say and write.
>   >>
>   >>Quite often, at the intermediate levels, the language that
>learners use
>   >>is muddled and the sentences awkward or ungrammatical, because
>the
>   >>thinking is still fuzzy. Once a writer is clear on what it is
>exactly
>   >>(s)he wants to say, it is easier to construct sentences that
>are clear
>   >>and concise.
>   >>
>   >>I used this model of talking things through to discover what
>it is you
>   >>want to write with my students when I taught Developmental
>Writing and
>   >>for many students it did make a quite a difference.
>   >>
>   >>Others did need some structured lessons on the grammar they
>had missed
>   >>along the way.
>   >>
>   >>So no silver bullet here (ha! another cultural reference to
>mess with
>   >>the uninitiated).
>   >>
>   >>Good night all!
>   >>
>   >>Heide
>   >>
>   >>________________________________
>   >>
>   >>From: specialtopics-bounces at nifl.gov
>   >>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl
>gentry
>   >>Sent: Sunday, April 01, 2007 9:01 PM
>   >>To: specialtopics at nifl.gov
>   >>Subject: [SpecialTopics 261] (no subject)
>   >>
>   >>I teach GED at CRC...a prison in Norco, Calif. I have many
>students who
>   >>grew up speaking Spanish in the home and have difficulty with
>English
>   >>grammar. Are there any special tricks?
>   >
>   >
>   >>-------------------------------
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From robinschwarz1 at aol.com  Tue Apr 17 23:29:05 2007
From: robinschwarz1 at aol.com (robinschwarz1 at aol.com)
Date: Tue, 17 Apr 2007 23:29:05 -0400
Subject: [SpecialTopics 309] Re: (no subject) teaching grammar in the GED
	class
In-Reply-To: <041720071819.11475.46250F96000002C400002CD32213484373010A0B0B0E0A020E06@comcast.net>
References: <041720071819.11475.46250F96000002C400002CD32213484373010A0B0B0E0A020E06@comcast.net>
Message-ID: <8C94F80DA36266E-1958-6BC@FWM-M31.sysops.aol.com>

Jane-- I am traveling again and do not have names and titles at 
hand--but as I just noted in another posting , much of my information 
on this comes from speech pathology and from neuroscience.   Also, I do 
a lot of reading of international researchers on dyslexia in many 
languages. ( Ellis from Wales,  Lytenning from Finland, Baddely and 
Gathercole from England among, Hu, Chong and others doing work on 
Chinese).  Many of these have examined the role of something called 
phonological memory and its role in language acquisition.  ( this is a 
very short term memory for speech sounds) .  This research has 
indicated that when the phonological memory is weak oral/aural skills 
in languaeg will be weak.  I hypothesized that therefore if PM is 
impacted by poor auditory discrimination ( what Marilyn Jager Adams, 
researcher in reading, calls speech discrimination) PM will be poor and 
therefore language acquisition will be poor.  Thus if we strengthen 
speech discrimination by helping learners focus on key sounds they have 
normal difficulty hearing because adult brains do not process sound as 
young brains do,  we should see better learning all around.

I did a sort of pilot study in Texas last year on phonological skills 
of adult ESOL learners (available at the website of TCALL a  clearning 
house at Texas  A & M) and found that no matter the education level, 
language background, or length  of exposure to English as adult 
learners, the learners could not repeat sentences of 4 or 5 words or 
longer completely accurately--something any native speaker can do 
readily up to 18 or 20 words.  This reinforced my belief that these 
learners do not hear sounds very accurately and therefore are not sure 
what the actrual words and word boundaries are in a stream of speech.   
I did extensive minimal pair training with my ESL college students in 
DC a decade ago and they reported themselves that their comprehension 
of spoken English soared--certainly I saw remarkable improvement in 
their spelling and grammar as they were able to discriminate sounds 
that constitute grammar in speech.

As my earlier post says, my colleague the speech pathologist is 
unimpressed with my ideas because they are so basic to speech pathology 
that she is shocked ESL is not aware of the value of minimal pair drill 
and the reasons that it is important to do this kind of auditory 
training.

Robin

-----Original Message-----
From: janeaddeo at comcast.net
To: specialtopics at nifl.gov
Sent: Tue, 17 Apr 2007 1:19 PM
Subject: [SpecialTopics 307] Re: (no subject) teaching grammar in the 
GED class

Robin,
?
Thank you so much for your enlightening comments regarding "auditory 
attention and auditory input."
?
If possible, could you please share citations on these topics from your 
research.? Is it research that you conducted?
?
Thanks again for your comments.
?
Jane
?
-------------- Original message --------------
From: robinschwarz1 at aol.com

> Thank you Heide for the great explanation of why correction does not
> always help and for pointing out the need for language awareness. 
This
> is a topic I address often from two perspectives. The first is that 
of
> the non-literate learner-- who has little understanding of the
> structure of language and for whom grammar is a mystery. I have
> observed very low level ESOL classes of non- or preliterate learners
> where teachers were attempting to explain grammar or mistakes by 
using
> grammar and the learners were completely mystified.
>
> One teacher with whom I was discussing this problem recently 
expressed
> frustration because the structure she was trying to explain in 
English
> exists in Spanish and the learner in question just couldn't seem to 
get
> that. But the teacher herself finally had the insight that since that
> learner had almost no education in Spanish either, just the fact of
> translating the structure or referring to it in the native language
> doesn't mean the learner will understand it. (and then of course for
> many teachers there is the issue that learners with unwritten 
languages
> will not have any access to the notions of grammar nor the words for 
it
> in their language---they do not exist. )
>
> The second perspective is of auditory attention to grammar-- a 
teacher
> recently gave me an example of a learner who had "fossilized" grammar
> and never had subject verb agreement in the simple present tense ( He
> say, she talk, etc. ) One day recently the teacher automatically
> corrected this student when she said "he look" and the student was
> stunned. She asked, " What did you just say? Did you say LOOKS???"
> and the teacher said yes, The student asked, " Do you mean you have
> always been saying LOOKS with a final /s/ and I never heard it??" And
> the teacher said, of course, YES!
>
> This is a small illustration of the need to bring many adult 
learners'
> attention to the auditory details they do not know they should hear.
> Since we know that literacy skills and language skills transfer at 
the
> level at which they are developed in first language, if a learner 
does
> not know HOW verbs agree in his or her own language or how plurals 
are
> made or how present past and future are indicated, why would that
> learner be listening for how it is in English. My research tells me
> that accurate auditory input is required for the brain to build up a
> store of sounds, words, strings of words ( such as idioms) and 
grammar
> strings--but if the auditory input is not ac curate, the stored up
> information is not accurate. Hence we need to help learners pay
> attention auditorily to details they are not hearing.
>
> But, as Heide points out, this will only be useful if the learner is 
at
> the language learning stage where she or he can make sense of it.
> Language acquisition stages are yet another piece of the picture 
which
> is not well known in adult ESOL.
>
> Robin Lovrien Schwarz
>
> -----Original Message-----
> From: heide at literacywork.com
> To: specialtopics at nifl.gov
> Sent: Wed, 11 Apr 2007 10:41 PM
> Subject: [SpecialTopics 282] Re: (no subject) teaching grammar in the
> GED class
>
> Hi, Cheryl
>
>
>
> I?m sorry it took me awhile to get to the grammar question. I just 
got
> back from D.C. and am off to Austin in the morning, but here it goes.
>
>
>
> First of all, it is indeed very difficult to help students write with
> expression and help them develop their language skills so that they 
are
> able to write sentences that are grammatical. It is quite a 
challenge,
> especially once students are able to communicate quite well orally 
and
> aren?t particularly keen on working on their grammar skills.
>
>
>
> Complicating the enterprise is the fact that at this level the
> difficulties that students have may differ from learner to learner so
> anything you teach to the entire class will probably bore some 
students
> (since it?s not their problem) and frustrate others (cause they are 
not
> ready - given where they are in their language development ? to 
absorb
> whatever rules you are presenting). So any time there is a 
presentation
> to the entire class on grammar at this level you may only have a few
> students who are with you. (Cheryl, correct me if I?m wrong in your
> case, since I am speaking in general terms and obviously don?t know
> your students).
>
>
>
> One thing that doesn?t work very well, is to have students write 
their
> paragraphs on the board and have everyone else point out the grammar
> mistakes. Students generally are not particularly engaged in what 
other
> students have written, particularly if asked to focus on form. And
> again, some students may be able to detect errors and correct them 
(and
> what are they learning?) while others are nowhere near ready and the
> explanations make no sense to them ? again, if some of you have had
> great success with this strategy, let us know.
>
>
>
> Ok, here then are some strategies that you might try:
>
>
>
> * There is a hypothesis in second language acquisition that emphasize
> the notion of ?noticing? and holds that students won?t be able to
> acquire accurate linguistic forms and structures, unless they first
> notice them, that is unless they pay attention to their own language
> and the language of others and say to themselves ?oh, that?s how it?s
> said (or not said); this is how you write it; this is what people do?
> And once student pay attention to these forms, it becomes easier for
> them to use correct forms or edit their own writing. So one 
suggestion
> I would make to build in your students a curiosity about language, an
> eagerness (well, may-be not eagerness, but an interest) in seeing how
> language works. This notion is also known as ?language awareness? and
> it goes a long way in helping students pay attention to how the
> language they use in expressing their ideas is similar or different
> from the way other people say or write things .
> * One way to help students build language awareness and look at their
> own language output is to ask students to circle the kinds of phrases
> or words that appear in their writing that they are not sure about.
> Sometimes students a way to self-correct, but you can also work with
> them to find better ways of expressing their ideas (sometimes that
> means fixing up the grammar and other times that means rephrasing a
> sentence and using a different structure altogether, one that the
> student is more familiar and comfortable with). After you help
> students use fix-up strategies, you can then ask them to pay 
attention
> in their reading to see if they can identify the structure in 
question
> in other people?s writing.
> * Another way is to have students read their writings into a tape
> recorder and then listen to it again to see if it sounds right. I 
first
> saw this technique used when I was up in Vancouver at the Invergarry
> Learning Centre where Janet Isserlis taught for awhile. It was 
amazing
> to see how students would read their essays and then self-correct as
> they noticed that the language they used was awkward or 
ungrammatical.
> The tape recorder acted as a tool for editing and revision that was 
fun
> for students to use (many students I?ve known just hate rewriting ? 
in
> their mind it was hard enough to put pen to paper and get their
> thoughts in writing, they don?t want to prolong the agony). So the 
tape
> recorder adds a new dimension (students can just take turns using the
> machine as they finish their writings).
>
>
> Of course, building language awareness and helping students
> self-monitor their writing is only one strategy to help students gain
> greater accuracy in their writing. And self-monitoring is not a great
> deal of help if students don?t have much experience with the standard
> ways of writing. So you may want to see if there are some common 
areas
> of difficulties that your students share (subject-verb agreement;
> passive constructions; irregular past verbs) and then teach
> mini-lessons that zero in on those areas. While some students respond
> well to rules because they are good at deductive thinking, others do
> much better when you present patterns of language and then draw their
> attention to the commonalities within these patterns ? so that you 
help
> your students abstract the grammar rules from the sentences they see 
?
> helping them to get to the aha! moment. This approach is also known 
as
> ?discovery grammar?.
>
>
>
> If particular grammar forms are new to students and they need to know
> them because there are no simpler work-arounds, they will need some
&g t; guided practice in using these forms in different ways so that 
they
> become internalized. I would then include these structures in a 
grammar
> editing check-list that students can use when they look over their 
own
> writing ? once again, building language awareness in the process.
>
>
>
> Another insight that might help you: Just correcting students each
> time you see a mistake in their writing and giving them a quick
> explanation generally doesn?t work unless the student made a careless
> mistake. This sort of ?drive-by? grammar lesson usually doesn?t 
stick.
> It is much better, generally, to set some time aside, either with an
> individual student or with the group and ask the student(s) to focus 
on
> a linguistic form when they are not in the middle of writing or 
reading
> their writing to others.
>
>
>
> Finally ? and you will notice a theme here ? a lesson that I learned
> as an adult second language learner: Quite a few of the mistakes that
> I made in writing English disappeared when I spent more time thinking
> about and discussing what it is I wanted to say and write.
>
>
>
> Quite often, at the intermediate levels, the language that learners
> use is muddled and the sentences awkward or ungrammatical, because 
the
> thinking is still fuzzy. Once a writer is clear on what it is exactly
> (s)he wants to say, it is easier to construct sentences that are 
clear
> and concise.
>
>
>
> I used this model of talking things through to discover what it is 
you
> want to write with my students when I taught Developmental Writing 
and
> for many students it did make a quite a difference.
>
>
>
> Others did need some structured lessons on the grammar they had 
missed
> al ong the way.
>
>
>
> So no silver bullet here (ha! another cultural reference to mess with
> the uninitiated).
>
>
>
> Good night all!
>
>
>
> Heide
>
>
>
> --------
>
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl gentry
> Sent: Sunday, April 01, 2007 9:01 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 261] (no subject)
>
>
>
>
> I teach GED at CRC...a prison in Norco, Calif. I have many students
> who grew up speaking Spanish in the home and have difficulty with
> English grammar. Are there any special tricks?
>
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsu bscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
>
> 
________________________________________________________________________ 

> AOL now offers free email to everyone. Find out more about what's 
free
> from AOL at AOL.com.
> =0
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics

________________________________________________________________________
AOL now offers free email to everyone.  Find out more about what's free 
from AOL at AOL.com.
=0

From janeaddeo at comcast.net  Wed Apr 18 12:34:06 2007
From: janeaddeo at comcast.net (janeaddeo at comcast.net)
Date: Wed, 18 Apr 2007 16:34:06 +0000
Subject: [SpecialTopics 310] Re: (no subject) teaching grammar in the GED
	class
Message-ID: <041820071634.15380.4626487D0003A23C00003C142207021633010A0B0B0E0A020E06@comcast.net>

Robin,

Thanks for your reply.  Perhaps, we as ESL / ESOL teachers need to be more cognizant of the research conducted in the fields of reading and speech pathology that impacts second language aquisition (SLA).  Could you recommend specific journals in these fields?

Thanks again for your excellent postings.

Jane 

-------------- Original message -------------- 
From: robinschwarz1 at aol.com 

> Jane-- I am traveling again and do not have names and titles at 
> hand--but as I just noted in another posting , much of my information 
> on this comes from speech pathology and from neuroscience. Also, I do 
> a lot of reading of international researchers on dyslexia in many 
> languages. ( Ellis from Wales, Lytenning from Finland, Baddely and 
> Gathercole from England among, Hu, Chong and others doing work on 
> Chinese). Many of these have examined the role of something called 
> phonological memory and its role in language acquisition. ( this is a 
> very short term memory for speech sounds) . This research has 
> indicated that when the phonological memory is weak oral/aural skills 
> in languaeg will be weak. I hypothesized that therefor e if PM is 
> impacted by poor auditory discrimination ( what Marilyn Jager Adams, 
> researcher in reading, calls speech discrimination) PM will be poor and 
> therefore language acquisition will be poor. Thus if we strengthen 
> speech discrimination by helping learners focus on key sounds they have 
> normal difficulty hearing because adult brains do not process sound as 
> young brains do, we should see better learning all around. 
> 
> I did a sort of pilot study in Texas last year on phonological skills 
> of adult ESOL learners (available at the website of TCALL a clearning 
> house at Texas A & M) and found that no matter the education level, 
> language background, or length of exposure to English as adult 
> learners, the learners could not repeat sentences of 4 or 5 words or 
> longer completely accurately--something any native speaker can do 
> readily up to 18 or 20 words. This rein forced my belief that these 
> learners do not hear sounds very accurately and therefore are not sure 
> what the actrual words and word boundaries are in a stream of speech. 
> I did extensive minimal pair training with my ESL college students in 
> DC a decade ago and they reported themselves that their comprehension 
> of spoken English soared--certainly I saw remarkable improvement in 
> their spelling and grammar as they were able to discriminate sounds 
> that constitute grammar in speech. 
> 
> As my earlier post says, my colleague the speech pathologist is 
> unimpressed with my ideas because they are so basic to speech pathology 
> that she is shocked ESL is not aware of the value of minimal pair drill 
> and the reasons that it is important to do this kind of auditory 
> training. 
> 
> Robin 
> 
> -----Original Message----- 
> From: janeaddeo at comcast.net 
> T o: specialtopics at nifl.gov 
> Sent: Tue, 17 Apr 2007 1:19 PM 
> Subject: [SpecialTopics 307] Re: (no subject) teaching grammar in the 
> GED class 
> 
> Robin, 
> ? 
> Thank you so much for your enlightening comments regarding "auditory 
> attention and auditory input." 
> ? 
> If possible, could you please share citations on these topics from your 
> research.? Is it research that you conducted? 
> ? 
> Thanks again for your comments. 
> ? 
> Jane 
> ? 
> -------------- Original message -------------- 
> From: robinschwarz1 at aol.com 
> 
> > Thank you Heide for the great explanation of why correction does not 
> > always help and for pointing out the need for language awareness. 
> This 
> > is a topic I address often from two perspectives. The first is that 
> of 
> > the non-literate learner-- who has little understanding of the 
> > structure of language and for whom grammar is a mystery. I have 
> > observed very low level ESOL classes of non- or preliterate learners 
> > where teachers were attempting to explain grammar or mistakes by 
> using 
> > grammar and the learners were completely mystified. 
> > 
> > One teacher with whom I was discussing this problem recently 
> expressed 
> > frustration because the structure she was trying to explain in 
> English 
> > exists in Spanish and the learner in question just couldn't seem to 
> get 
> > that. But the teacher herself finally had the insight that since that 
> > learner had almost no education in Spanish either, just the fact of 
> > translating the structure or referring to it in the native language 
> > doesn't mean the learner will understand it. (and then of course for 
> > many teachers there is the issue that learners with unwritten 
> languages 
> > will not have any access to the notions of grammar nor the words for 
> it 
> > in their language---they do not exist. ) 
> > 
> > The second perspective is of auditory attention to grammar-- a 
> teacher 
> > recently gave me an example of a learner who had "fossilized" grammar 
> > and never had subject verb agreement in the simple present tense ( He 
> > say, she talk, etc. ) One day recently the teacher automatically 
> > corrected this student when she said "he look" and the student was 
> > stunned. She asked, " What did you just say? Did you say LOOKS???" 
> > and the teacher said yes, The student asked, " Do you mean you have 
> > always been saying LOOKS with a final /s/ and I never heard it??" And 
> > the teacher said, of course, YES! 
> > 
> > This is a small illustration of the need to bring many adult 
> learners' 
> > attention to the auditory details they do not know they should hear. 
> > Since we know that literacy skills and language skills transfer at 
> the 
> > level at which they are developed in first language, if a learner 
> does 
> > not know HOW verbs agree in his or her own language or how plurals 
> are 
> > made or how present past and future are indicated, why would that 
> > learner be listening for how it is in English. My research tells me 
> > that accurate auditory input is required for the brain to build up a 
> > store of sounds, words, strings of words ( such as idioms) and 
> grammar 
> > strings--but if the auditory input is not ac curate, the stored up 
> > information is not accurate. Hence we need to help learners pay 
> > attention auditorily to details they are not hearing. 
> > 
> > But, as Heide points out, this will only be useful if the learner is 
> at 
> > the language learning stage where she or he can make sense of it. 
> > Language acquisition stages are yet another piece of the picture 
> which 
> > is not well known in adult ESOL. 
> > 
> > Robin Lovrien Schwarz 
> > 
> > -----Original Message----- 
> > From: heide at literacywork.com 
> > To: specialtopics at nifl.gov 
> > Sent: Wed, 11 Apr 2007 10:41 PM 
> > Subject: [SpecialTopics 282] Re: (no subject) teaching grammar in the 
> > GED class 
> > 
> > Hi, Cheryl 
> > 
> > 
> > 
> > I???m sorry it took me awhile to get to the grammar question. I just 
> got 
> > back from D.C. and am off to Austin in the morning, but here it goes. 
> > 
> > 
> > 
> > First of all, it is ind eed very difficult to help students write with 
> > expression and help them develop their language skills so that they 
> are 
> > able to write sentences that are grammatical. It is quite a 
> challenge, 
> > especially once students are able to communicate quite well orally 
> and 
> > aren???t particularly keen on working on their grammar skills. 
> > 
> > 
> > 
> > Complicating the enterprise is the fact that at this level the 
> > difficulties that students have may differ from learner to learner so 
> > anything you teach to the entire class will probably bore some 
> students 
> > (since it???s not their problem) and frustrate others (cause they are 
> not 
> > ready - given where they are in their language development ??? to 
> absorb 
> > whatever rules you are presenting). So any time there is a 
> presentation 
> > to the entire class on grammar at this level you may only have a few 
> > students who are with you. (Cheryl, correct me if I???m wrong in your 
> > case, since I am speaking in general terms and obviously don???t know 
> > your students). 
> > 
> > 
> > 
> > One thing that doesn???t work very well, is to have students write 
> their 
> > paragraphs on the board and have everyone else point out the grammar 
> > mistakes. Students generally are not particularly engaged in what 
> other 
> > students have written, particularly if asked to focus on form. And 
> > again, some students may be able to detect errors and correct them 
> (and 
> > what are they learning?) while others are nowhere near ready and the 
> > explanations make no sense to them ??? again, if some of you have had 
> > great success with this strategy, let us know . 
> > 
> > 
> > 
> > Ok, here then are some strategies that you might try: 
> > 
> > 
> > 
> > * There is a hypothesis in second language acquisition that emphasize 
> > the notion of ???noticing??? and holds that students won???t be able to 
> > acquire accurate linguistic forms and structures, unless they first 
> > notice them, that is unless they pay attention to their own language 
> > and the language of others and say to themselves ???oh, that???s how it???s 
> > said (or not said); this is how you write it; this is what people do??? 
> > And once student pay attention to these forms, it becomes easier for 
> > them to use correct forms or edit their own writing. So one 
> suggestion 
> > I would make to build in your students a curiosity about language, an 
> > eagerness (well, may-be not eagerness, but an interest) in seeing how 
> > language works. This notion is also known as ???language awareness??? and 
> > it goes a long way in helping students pay attention to how the 
> > language they use in expressing their ideas is similar or different 
> > from the way other people say or write things . 
> > * One way to help students build language awareness and look at their 
> > own language output is to ask students to circle the kinds of phrases 
> > or words that appear in their writing that they are not sure about. 
> > Sometimes students a way to self-correct, but you can also work with 
> > them to find better ways of expressing their ideas (sometimes that 
> > means fixing up the grammar and other times that means rephrasing a 
> > sentence and using a different structure altogether, one that the 
> > student is more familiar and comfortable with). After you help 
> > stude nts use fix-up strategies, you can then ask them to pay 
> attention 
> > in their reading to see if they can identify the structure in 
> question 
> > in other people???s writing. 
> > * Another way is to have students read their writings into a tape 
> > recorder and then listen to it again to see if it sounds right. I 
> first 
> > saw this technique used when I was up in Vancouver at the Invergarry 
> > Learning Centre where Janet Isserlis taught for awhile. It was 
> amazing 
> > to see how students would read their essays and then self-correct as 
> > they noticed that the language they used was awkward or 
> ungrammatical. 
> > The tape recorder acted as a tool for editing and revision that was 
> fun 
> > for students to use (many students I???ve known just hate rewriting ??? 
> in 
> > their mind it was hard enough to put pen to pape r and get their 
> > thoughts in writing, they don???t want to prolong the agony). So the 
> tape 
> > recorder adds a new dimension (students can just take turns using the 
> > machine as they finish their writings). 
> > 
> > 
> > Of course, building language awareness and helping students 
> > self-monitor their writing is only one strategy to help students gain 
> > greater accuracy in their writing. And self-monitoring is not a great 
> > deal of help if students don???t have much experience with the standard 
> > ways of writing. So you may want to see if there are some common 
> areas 
> > of difficulties that your students share (subject-verb agreement; 
> > passive constructions; irregular past verbs) and then teach 
> > mini-lessons that zero in on those areas. While some students respond 
> > well to rules because they are good at dedu ctive thinking, others do 
> > much better when you present patterns of language and then draw their 
> > attention to the commonalities within these patterns ??? so that you 
> help 
> > your students abstract the grammar rules from the sentences they see 
> ??? 
> > helping them to get to the aha! moment. This approach is also known 
> as 
> > ???discovery grammar???. 
> > 
> > 
> > 
> > If particular grammar forms are new to students and they need to know 
> > them because there are no simpler work-arounds, they will need some 
> &g t; guided practice in using these forms in different ways so that 
> they 
> > become internalized. I would then include these structures in a 
> grammar 
> > editing check-list that students can use when they look over their 
> own 
> > writing ??? once again, building language awareness i n the process. 
> > 
> > 
> > 
> > Another insight that might help you: Just correcting students each 
> > time you see a mistake in their writing and giving them a quick 
> > explanation generally doesn???t work unless the student made a careless 
> > mistake. This sort of ???drive-by??? grammar lesson usually doesn???t 
> stick. 
> > It is much better, generally, to set some time aside, either with an 
> > individual student or with the group and ask the student(s) to focus 
> on 
> > a linguistic form when they are not in the middle of writing or 
> reading 
> > their writing to others. 
> > 
> > 
> > 
> > Finally ??? and you will notice a theme here ??? a lesson that I learned 
> > as an adult second language learner: Quite a few of the mistakes that 
> > I made in writing English disappeared when I spent more time thinking 
> > about and discussing what it is I wanted to say and write. 
> > 
> > 
> > 
> > Quite often, at the intermediate levels, the language that learners 
> > use is muddled and the sentences awkward or ungrammatical, because 
> the 
> > thinking is still fuzzy. Once a writer is clear on what it is exactly 
> > (s)he wants to say, it is easier to construct sentences that are 
> clear 
> > and concise. 
> > 
> > 
> > 
> > I used this model of talking things through to discover what it is 
> you 
> > want to write with my students when I taught Developmental Writing 
> and 
> > for many students it did make a quite a difference. 
> > 
> > 
> > 
> > Others did need some structured lessons on the grammar they had 
> missed 
> > al ong the way. 
> > 
> > 
> > 
> > So no silver bullet here (ha! another cultural reference to mess with 
> > the uninitiated). 
> > 
> > 
> > 
> > Good night all! 
> > 
> > 
> > 
> > Heide 
> > 
> > 
> > 
> > -------- 
> > 
> > From: specialtopics-bounces at nifl.gov 
> > [mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl gentry 
> > Sent: Sunday, April 01, 2007 9:01 PM 
> > To: specialtopics at nifl.gov 
> > Subject: [SpecialTopics 261] (no subject) 
> > 
> > 
> > 
> > 
> > I teach GED at CRC...a prison in Norco, Calif. I have many students 
> > who grew up speaking Spanish in the home and have difficulty with 
> > English grammar. Are there any special tricks? 
> > 
> > 
> > 
> > 
> > ------------------- ------------ 
> > National Institute for Literacy 
> > Special Topics mailing list 
> > SpecialTopics at nifl.gov 
> > To unsu bscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics 
> > 
> > 
> > 
> ________________________________________________________________________ 
> 
> > AOL now offers free email to everyone. Find out more about what's 
> free 
> > from AOL at AOL.com. 
> > =0 
> > ------------------------------- 
> > National Institute for Literacy 
> > Special Topics mailing list 
> > SpecialTopics at nifl.gov 
> > To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics 
> ------------------------------- 
> National Institute for Literacy 
> Special Topics mailing list 
> SpecialTopics at nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics 
> 
> ________________________________________________________________________ 
> AOL now offers free email to everyone. Find out more about what's free 
> from AOL at AOL.com. 
> =0 
> ------------------------------- 
> National Institute for Literacy 
> Special Topics mailing list 
> SpecialTopics at nifl.gov 
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics 
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From janeaddeo at comcast.net  Wed Apr 18 12:42:52 2007
From: janeaddeo at comcast.net (janeaddeo at comcast.net)
Date: Wed, 18 Apr 2007 16:42:52 +0000
Subject: [SpecialTopics 311] Re: (no subject) teaching grammar in the GED
	class
Message-ID: <041820071642.29309.46264A8B000E136F0000727D2207021633010A0B0B0E0A020E06@comcast.net>

Robin,

Thanks for your reply.  Perhaps, we as ESL / ESOL teachers need to be more cognizant of the research conducted in the fields of reading and speech pathology that impacts second language acquisition.   Could you recommend pertinent journals in these fields?

Your comments on minimal pairs are right on target.  

Again, thanks for your informative postings.

Jane 

-------------- Original message -------------- 
From: robinschwarz1 at aol.com 

> Jane-- I am traveling again and do not have names and titles at 
> hand--but as I just noted in another posting , much of my information 
> on this comes from speech pathology and from neuroscience. Also, I do 
> a lot of reading of international researchers on dyslexia in many 
> languages. ( Ellis from Wales, Lytenning from Finland, Baddely and 
> Gathercole from England among, Hu, Chong and others doing work on 
> Chinese). Many of these have examined the role of something called 
> phonological memory and its role in language acquisition. ( this is a 
> very short term memory for speech sounds) . This research has 
> indicated that when the phonological memory is weak oral/aural skills 
> in languaeg will be weak. I hypothesized that therefor e if PM is 
> impacted by poor auditory discrimination ( what Marilyn Jager Adams, 
> researcher in reading, calls speech discrimination) PM will be poor and 
> therefore language acquisition will be poor. Thus if we strengthen 
> speech discrimination by helping learners focus on key sounds they have 
> normal difficulty hearing because adult brains do not process sound as 
> young brains do, we should see better learning all around. 
> 
> I did a sort of pilot study in Texas last year on phonological skills 
> of adult ESOL learners (available at the website of TCALL a clearning 
> house at Texas A & M) and found that no matter the education level, 
> language background, or length of exposure to English as adult 
> learners, the learners could not repeat sentences of 4 or 5 words or 
> longer completely accurately--something any native speaker can do 
> readily up to 18 or 20 words. This rein forced my belief that these 
> learners do not hear sounds very accurately and therefore are not sure 
> what the actrual words and word boundaries are in a stream of speech. 
> I did extensive minimal pair training with my ESL college students in 
> DC a decade ago and they reported themselves that their comprehension 
> of spoken English soared--certainly I saw remarkable improvement in 
> their spelling and grammar as they were able to discriminate sounds 
> that constitute grammar in speech. 
> 
> As my earlier post says, my colleague the speech pathologist is 
> unimpressed with my ideas because they are so basic to speech pathology 
> that she is shocked ESL is not aware of the value of minimal pair drill 
> and the reasons that it is important to do this kind of auditory 
> training. 
> 
> Robin 
> 
> -----Original Message----- 
> From: janeaddeo at comcast.net 
> T o: specialtopics at nifl.gov 
> Sent: Tue, 17 Apr 2007 1:19 PM 
> Subject: [SpecialTopics 307] Re: (no subject) teaching grammar in the 
> GED class 
> 
> Robin, 
> ? 
> Thank you so much for your enlightening comments regarding "auditory 
> attention and auditory input." 
> ? 
> If possible, could you please share citations on these topics from your 
> research.? Is it research that you conducted? 
> ? 
> Thanks again for your comments. 
> ? 
> Jane 
> ? 
> -------------- Original message -------------- 
> From: robinschwarz1 at aol.com 
> 
> > Thank you Heide for the great explanation of why correction does not 
> > always help and for pointing out the need for language awareness. 
> This 
> > is a topic I address often from two perspectives. The first is that 
> of 
> > the non-literate learner-- who has little understanding of the 
> > structure of language and for whom grammar is a mystery. I have 
> > observed very low level ESOL classes of non- or preliterate learners 
> > where teachers were attempting to explain grammar or mistakes by 
> using 
> > grammar and the learners were completely mystified. 
> > 
> > One teacher with whom I was discussing this problem recently 
> expressed 
> > frustration because the structure she was trying to explain in 
> English 
> > exists in Spanish and the learner in question just couldn't seem to 
> get 
> > that. But the teacher herself finally had the insight that since that 
> > learner had almost no education in Spanish either, just the fact of 
> > translating the structure or referring to it in the native language 
> > doesn't mean the learner will understand it. (and then of course for 
> > many teachers there is the issue that learners with unwritten 
> languages 
> > will not have any access to the notions of grammar nor the words for 
> it 
> > in their language---they do not exist. ) 
> > 
> > The second perspective is of auditory attention to grammar-- a 
> teacher 
> > recently gave me an example of a learner who had "fossilized" grammar 
> > and never had subject verb agreement in the simple present tense ( He 
> > say, she talk, etc. ) One day recently the teacher automatically 
> > corrected this student when she said "he look" and the student was 
> > stunned. She asked, " What did you just say? Did you say LOOKS???" 
> > and the teacher said yes, The student asked, " Do you mean you have 
> > always been saying LOOKS with a final /s/ and I never heard it??" And 
> > the teacher said, of course, YES! 
> > 
> > This is a small illustration of the need to bring many adult 
> learners' 
> > attention to the auditory details they do not know they should hear. 
> > Since we know that literacy skills and language skills transfer at 
> the 
> > level at which they are developed in first language, if a learner 
> does 
> > not know HOW verbs agree in his or her own language or how plurals 
> are 
> > made or how present past and future are indicated, why would that 
> > learner be listening for how it is in English. My research tells me 
> > that accurate auditory input is required for the brain to build up a 
> > store of sounds, words, strings of words ( such as idioms) and 
> grammar 
> > strings--but if the auditory input is not ac curate, the stored up 
> > information is not accurate. Hence we need to help learners pay 
> > attention auditorily to details they are not hearing. 
> > 
> > But, as Heide points out, this will only be useful if the learner is 
> at 
> > the language learning stage where she or he can make sense of it. 
> > Language acquisition stages are yet another piece of the picture 
> which 
> > is not well known in adult ESOL. 
> > 
> > Robin Lovrien Schwarz 
> > 
> > -----Original Message----- 
> > From: heide at literacywork.com 
> > To: specialtopics at nifl.gov 
> > Sent: Wed, 11 Apr 2007 10:41 PM 
> > Subject: [SpecialTopics 282] Re: (no subject) teaching grammar in the 
> > GED class 
> > 
> > Hi, Cheryl 
> > 
> > 
> > 
> > I???m sorry it took me awhile to get to the grammar question. I just 
> got 
> > back from D.C. and am off to Austin in the morning, but here it goes. 
> > 
> > 
> > 
> > First of all, it is ind eed very difficult to help students write with 
> > expression and help them develop their language skills so that they 
> are 
> > able to write sentences that are grammatical. It is quite a 
> challenge, 
> > especially once students are able to communicate quite well orally 
> and 
> > aren???t particularly keen on working on their grammar skills. 
> > 
> > 
> > 
> > Complicating the enterprise is the fact that at this level the 
> > difficulties that students have may differ from learner to learner so 
> > anything you teach to the entire class will probably bore some 
> students 
> > (since it???s not their problem) and frustrate others (cause they are 
> not 
> > ready - given where they are in their language development ??? to 
> absorb 
> > whatever rules you are presenting). So any time there is a 
> presentation 
> > to the entire class on grammar at this level you may only have a few 
> > students who are with you. (Cheryl, correct me if I???m wrong in your 
> > case, since I am speaking in general terms and obviously don???t know 
> > your students). 
> > 
> > 
> > 
> > One thing that doesn???t work very well, is to have students write 
> their 
> > paragraphs on the board and have everyone else point out the grammar 
> > mistakes. Students generally are not particularly engaged in what 
> other 
> > students have written, particularly if asked to focus on form. And 
> > again, some students may be able to detect errors and correct them 
> (and 
> > what are they learning?) while others are nowhere near ready and the 
> > explanations make no sense to them ??? again, if some of you have had 
> > great success with this strategy, let us know . 
> > 
> > 
> > 
> > Ok, here then are some strategies that you might try: 
> > 
> > 
> > 
> > * There is a hypothesis in second language acquisition that emphasize 
> > the notion of ???noticing??? and holds that students won???t be able to 
> > acquire accurate linguistic forms and structures, unless they first 
> > notice them, that is unless they pay attention to their own language 
> > and the language of others and say to themselves ???oh, that???s how it???s 
> > said (or not said); this is how you write it; this is what people do??? 
> > And once student pay attention to these forms, it becomes easier for 
> > them to use correct forms or edit their own writing. So one 
> suggestion 
> > I would make to build in your students a curiosity about language, an 
> > eagerness (well, may-be not eagerness, but an interest) in seeing how 
> > language works. This notion is also known as ???language awareness??? and 
> > it goes a long way in helping students pay attention to how the 
> > language they use in expressing their ideas is similar or different 
> > from the way other people say or write things . 
> > * One way to help students build language awareness and look at their 
> > own language output is to ask students to circle the kinds of phrases 
> > or words that appear in their writing that they are not sure about. 
> > Sometimes students a way to self-correct, but you can also work with 
> > them to find better ways of expressing their ideas (sometimes that 
> > means fixing up the grammar and other times that means rephrasing a 
> > sentence and using a different structure altogether, one that the 
> > student is more familiar and comfortable with). After you help 
> > stude nts use fix-up strategies, you can then ask them to pay 
> attention 
> > in their reading to see if they can identify the structure in 
> question 
> > in other people???s writing. 
> > * Another way is to have students read their writings into a tape 
> > recorder and then listen to it again to see if it sounds right. I 
> first 
> > saw this technique used when I was up in Vancouver at the Invergarry 
> > Learning Centre where Janet Isserlis taught for awhile. It was 
> amazing 
> > to see how students would read their essays and then self-correct as 
> > they noticed that the language they used was awkward or 
> ungrammatical. 
> > The tape recorder acted as a tool for editing and revision that was 
> fun 
> > for students to use (many students I???ve known just hate rewriting ??? 
> in 
> > their mind it was hard enough to put pen to pape r and get their 
> > thoughts in writing, they don???t want to prolong the agony). So the 
> tape 
> > recorder adds a new dimension (students can just take turns using the 
> > machine as they finish their writings). 
> > 
> > 
> > Of course, building language awareness and helping students 
> > self-monitor their writing is only one strategy to help students gain 
> > greater accuracy in their writing. And self-monitoring is not a great 
> > deal of help if students don???t have much experience with the standard 
> > ways of writing. So you may want to see if there are some common 
> areas 
> > of difficulties that your students share (subject-verb agreement; 
> > passive constructions; irregular past verbs) and then teach 
> > mini-lessons that zero in on those areas. While some students respond 
> > well to rules because they are good at dedu ctive thinking, others do 
> > much better when you present patterns of language and then draw their 
> > attention to the commonalities within these patterns ??? so that you 
> help 
> > your students abstract the grammar rules from the sentences they see 
> ??? 
> > helping them to get to the aha! moment. This approach is also known 
> as 
> > ???discovery grammar???. 
> > 
> > 
> > 
> > If particular grammar forms are new to students and they need to know 
> > them because there are no simpler work-arounds, they will need some 
> &g t; guided practice in using these forms in different ways so that 
> they 
> > become internalized. I would then include these structures in a 
> grammar 
> > editing check-list that students can use when they look over their 
> own 
> > writing ??? once again, building language awareness i n the process. 
> > 
> > 
> > 
> > Another insight that might help you: Just correcting students each 
> > time you see a mistake in their writing and giving them a quick 
> > explanation generally doesn???t work unless the student made a careless 
> > mistake. This sort of ???drive-by??? grammar lesson usually doesn???t 
> stick. 
> > It is much better, generally, to set some time aside, either with an 
> > individual student or with the group and ask the student(s) to focus 
> on 
> > a linguistic form when they are not in the middle of writing or 
> reading 
> > their writing to others. 
> > 
> > 
> > 
> > Finally ??? and you will notice a theme here ??? a lesson that I learned 
> > as an adult second language learner: Quite a few of the mistakes that 
> > I made in writing English disappeared when I spent more time thinking 
> > about and discussing what it is I wanted to say and write. 
> > 
> > 
> > 
> > Quite often, at the intermediate levels, the language that learners 
> > use is muddled and the sentences awkward or ungrammatical, because 
> the 
> > thinking is still fuzzy. Once a writer is clear on what it is exactly 
> > (s)he wants to say, it is easier to construct sentences that are 
> clear 
> > and concise. 
> > 
> > 
> > 
> > I used this model of talking things through to discover what it is 
> you 
> > want to write with my students when I taught Developmental Writing 
> and 
> > for many students it did make a quite a difference. 
> > 
> > 
> > 
> > Others did need some structured lessons on the grammar they had 
> missed 
> > al ong the way. 
> > 
> > 
> > 
> > So no silver bullet here (ha! another cultural reference to mess with 
> > the uninitiated). 
> > 
> > 
> > 
> > Good night all! 
> > 
> > 
> > 
> > Heide 
> > 
> > 
> > 
> > -------- 
> > 
> > From: specialtopics-bounces at nifl.gov 
> > [mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl gentry 
> > Sent: Sunday, April 01, 2007 9:01 PM 
> > To: specialtopics at nifl.gov 
> > Subject: [SpecialTopics 261] (no subject) 
> > 
> > 
> > 
> > 
> > I teach GED at CRC...a prison in Norco, Calif. I have many students 
> > who grew up speaking Spanish in the home and have difficulty with 
> > English grammar. Are there any special tricks? 
> > 
> > 
> > 
> > 
> > ------------------- ------------ 
> > National Institute for Literacy 
> > Special Topics mailing list 
> > SpecialTopics at nifl.gov 
> > To unsu bscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics 
> > 
> > 
> > 
> ________________________________________________________________________ 
> 
> > AOL now offers free email to everyone. Find out more about what's 
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> > from AOL at AOL.com. 
> > =0 
> > ------------------------------- 
> > National Institute for Literacy 
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> ------------------------------- 
> National Institute for Literacy 
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From heide at literacywork.com  Thu Apr 19 12:29:45 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Thu, 19 Apr 2007 12:29:45 -0400
Subject: [SpecialTopics 312] Re: unanswered questions
In-Reply-To: <2B0860DF-42C5-4ABE-81E4-689D1E1B4E95@comcast.net>
Message-ID: <FC296284F724334392D3C7D22CC4F2212068DD@ntxbeus09.exchange.xchg>

Hello, everyone 

I apologize for being so slow in responding. I picked up a vicious flu
bug on the road which laid me low for a couple of days but am now as
good as new (well, almost). Larry is up to his eyeballs in a discussion
around the National Reporting System on the assessment list serve. 

Here's my plan: 

I'll review the questions we have not dealt with from last week and this
week and will post of few comments to pull things together and give the
rest of you a chance to respond tomorrow. 

So thanks to all who jumped in there to post questions and ideas and
also to those of you who have taken the time to read the posts (a number
of people have written to me off-line). 

All the best and I'll write more soon 

Heide

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Saturday, April 14, 2007 9:21 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 290] What Works Adult ESL/ESOL Study

Special Topics Discussion Colleagues,

This has been an enjoyable discussion, and I want to thank our  
guests, Heide Spruck Wrigley and Larry Condelli, for joining us this  
week and helping us to better understand the What Works for Adult ESL  
Students study.  I will leave the discussion open for a few more days  
in case others want  to add comments, but Heide and Larry may not be  
able to continue to join in, or answer every reply. Our agreement was  
that their participation would only continue through today.  Of  
course, they are welcome to continue if they wish.

I have a comment on the study and the discussion.  The study has  
impressed me with what we know as a result of this research but, like  
a good appetizer, it has whetted my appetite for more adult ESL/ESOL  
research. There are so many questions that yet need to be answered.

David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics

From heide at literacywork.com  Thu Apr 19 16:55:01 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Thu, 19 Apr 2007 16:55:01 -0400
Subject: [SpecialTopics 313] Re: What Works Adult ESL/ESOL Study
In-Reply-To: <2B0860DF-42C5-4ABE-81E4-689D1E1B4E95@comcast.net>
Message-ID: <FC296284F724334392D3C7D22CC4F22120699D@ntxbeus09.exchange.xchg>

Hi, all again 
 
Man, it is quite a challenge to find key points reading backwards
through all the posts finding comments and issues that I still wanted to
address. I'm sorry I didn't get a chance to thank contributors
personally each time, but I'm sure we all appreciate hearing about
examples from the field and the other resources that were mentioned. I'm
hoping that as the discussion gets archived, it may be a bit easier for
folks to find things. 
 
Here are a few left-over strands of discussion that I thought we might
tackle today and tomorrow: 
 
1.      Assessment of students ability to negotiate connected text
through variations of a strategy similar to conducting a Running Record

2.      A quick note on contrastive analysis and cognate awareness 
3.      How do we build foundation skills in PD and allow teachers to be
experts in a particular area, such as workplace literacy or workforce
education
4.      A quick note on Lynn's question about students being able to use
language correctly when there's practice in a point but then not in
spontaneous speech. 
 
I'll take those on by one but not necessarily in that order.  By the
way, if you have posted a burning question (or just a lukewarm one) that
I missed, please let me know.  I think we answered the question, but
perhaps only implicitly, on the strategies that you as a teacher might
use if you are not bilingual and/or you have class where languages are
mixed. 
 
Stay tuned 
 
Heide
 
-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Saturday, April 14, 2007 9:21 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 290] What Works Adult ESL/ESOL Study
 
Special Topics Discussion Colleagues,
 
This has been an enjoyable discussion, and I want to thank our  
guests, Heide Spruck Wrigley and Larry Condelli, for joining us this  
week and helping us to better understand the What Works for Adult ESL  
Students study.  I will leave the discussion open for a few more days  
in case others want  to add comments, but Heide and Larry may not be  
able to continue to join in, or answer every reply. Our agreement was  
that their participation would only continue through today.  Of  
course, they are welcome to continue if they wish.
 
I have a comment on the study and the discussion.  The study has  
impressed me with what we know as a result of this research but, like  
a good appetizer, it has whetted my appetite for more adult ESL/ESOL  
research. There are so many questions that yet need to be answered.
 
 
David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net
 
 
 
 
 
 
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
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From crandall at umbc.edu  Fri Apr 20 03:45:09 2007
From: crandall at umbc.edu (JoAnn (Jodi) Crandall)
Date: Fri, 20 Apr 2007 03:45:09 -0400 (EDT)
Subject: [SpecialTopics 314] Re: PD and employment related ESL
In-Reply-To: <FC296284F724334392D3C7D22CC4F221206A3E@ntxbeus09.exchange.xchg>
References: <FC296284F724334392D3C7D22CC4F221206A3E@ntxbeus09.exchange.xchg>
Message-ID: <26107.210.229.158.10.1177055109.squirrel@webmail.umbc.edu>

Dear Heide and others,

I'm on my way to Korea, but am at the airport in Tokyo (Narita) where they
have wireless so I'll briefly respond here.

In a study of promising practices in adult ESOL at five community
colleges, we did discuss a number of professional development practices,
ranging from those for new instructors to those for very experienced
instructors.

The final report (and a much shorter executive summary) is available to
download at www.caalusa.org.  Look for the study, Passing the Torch, on
the left side of the homepage.

Some of the interesting models included peer coaching and mentoring,
reflective teaching, setting up a certificate program, as well as a
variety of uses of program websites and resource centers.

Jodi
> Hi, Barbara and others
>
> Good questions about PD and how to help teachers acquire the foundation
> skills needed in teaching adult learners new to English. (I think
> understanding how second language acquisition works and understanding
> second language reading and literacy are good starting points). And
> introducing teachers to tasks and texts that serve multiple purposes and
> allow for deeper understanding of language and life seems a good way to
> go ("less teaching and more learning" was the title that Susan Gaer gave
> to one of her articles on project-based learning and was kind enough to
> let me use for some of my work)
>
> Unfortunately, I don't know what various states are doing in PD around
> adult ESL though I very much like the model of the ongoing staff
> development through Academies and Institutes that the Texas GREAT
> Centers are adopting. The limitations of the conference model that
> focuses on the one shot workshop has certainly been demonstrated through
> research.
>
> Jodi Crandall (on the list but in Korea at the moment) is working on a
> project that examines the various PD models that states in the U.S. use,
> and she should have more information in a few months.
>
> In terms of PD that focuses on the development of language skills in the
> context of work or on the integration of jobs skills on the one hand and
> language and literacy skills on the other, I keep hearing renewed
> interest in these models from foundations, government agencies, and
> other institutions. Various new reports have been published or are under
> development. To what extent this interest is translating into workshops
> or seminars for teachers is difficult to say and too early to tell,
> perhaps.
>
> But some of the rest of you might know more, and it would be great to
> hear what is happening in other countries in that respect. Australia or
> New Zealand, perhaps? Ireland?
>
> Heide
>
> ________________________________
>
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Barbara Tondre
> Sent: Monday, April 16, 2007 9:33 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 297] Re: Authentic materials
>
> Hello from Texas!  I have been following the discussion.  It's always
> good to hear from Heide and Larry as well as fellow practitioners from
> beyond...
>
> Janet touched upon something that is so fundamental to this discussion,
> and that is the basic preparation of ESL instructors.  Here in Texas, we
> have been fortunate to have Heide work closely with us for a number of
> years in an effort to build a foundation of knowledge among our very
> part time AE instructors.
>
> Unfortunately, because of the overwhelming demand, AE often finds it
> necessary to make ESL instruction assignments to those who are still
> struggling to get a firm grasp on adult learning theory and the
> principles of second language learning. In my work with Texas LEARNS and
> its response to a legislative mandate that AE provide work-related ESL
> instruction, I am constantly reminded that our efforts rest on a rather
> shaky foundation.
>
> Preparing program administrators and instructional staff to respond to
> the work-related needs of adult English language learners - and to
> maintain a balance between language learning and workforce skills
> development - is quite a challenge. So I have to ask:  are there efforts
> out there that require (or strongly encourage) administrators to guide
> their instructors through a series of PD activities that help them
> incrementally develop expertise vs. merely fulfill the annual PD
> requirement?  The Texas Teacher Credential project is a model for this
> kind of professional development, but it seems we need a multi-faceted
> tactical approach to move forward.
>
> Just wondering out loud...
>
> Barbara Tondre-El Zorkani
> Texas LEARNS
>
>
>

-- 
JoAnn (Jodi) Crandall
Professor, Education Department
Director, Ph.D. Program in Language, Literacy & Culture
Coordinator, Peace Corps Master's International Program in ESOL/Bilingual
Education
University of Maryland, Baltimore County (UMBC)
1000 Hilltop Circle, Baltimore, MD 21250
ph:    410-455-2313/2376  fax:   410-455-8947/1880
email: crandall at umbc.edu
www.umbc.edu/llc/
www.umbc.edu/esol/
www.umbc.edu/esol/peacecorps.html

From heide at literacywork.com  Thu Apr 19 18:04:37 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Thu, 19 Apr 2007 18:04:37 -0400
Subject: [SpecialTopics 315] Re: connected texts, assessment,
	and running records
In-Reply-To: <487865.13600.qm@web61014.mail.yahoo.com>
Message-ID: <FC296284F724334392D3C7D22CC4F2212069B4@ntxbeus09.exchange.xchg>

Connected Texts: 
Kathleen and others have mentioned the difficulties of finding authentic
texts that use connected prose for beginning level learners to read, and
Eileen asked about the use of an assessment strategy known as a Running
Record (see the details below for how this works). Eileen also mentioned
"graded readers".  
Here are my thoughts: 
 
1.	I don't know of any research that looks at "graded readers" as a
way of moving low literate adult language learners into literacy, but
Penguin books has a series of novels that have been rewritten at
different levels. There is a debate on whether close enough to authentic
(that is modified) counts as long as it reflects what students may
encounter in their daily lives. So that's fine for informational text
particularly in cases where the information is important enough for
students to know and when they get a chance to grapple with content,
source, purpose etc. I'm not so sure about modifying novels or God
forbid - poetry since quite often it kills the spirit of the piece. So
I'm all for teachers writing a few short pieces about some issue of
interest to their students and then sharing it with other teachers who
then add another piece at a slightly higher level so that you can have a
program-wide reader (this could be done as part of PD). In terms of
commercial materials, many of the adult ESL students seem to love the
True Stories series although most are still too difficult for beginning
ESL. 
 
Starting points for beginning students are approaches we've discussed -
Telling stories orally with the students and using photographs from all
over the world (I love Material World) and personal pictures. We've
mentioned using instructional strategies such as Language Experience,
Chalk Talks, and other forms of story boarding where the connection
between oral language and written language are clear and connected text
is the end result, rather than the beginning of doing print-based
literacy work with students. 
 
Assessment of students' ability to read and make sense of connected
text: 
 
As other researchers have found (and most teachers know), adult
beginning ESL students have highly uneven reading profiles so it is
difficult to place them into a particular book that is just right for
their reading level.  
*	Students often have interests, background knowledge and real
life experience related to particular topics that allow them to obtain
meaning from stories and other texts that are significantly above the
level they test at. A large vocabulary in particular can do much to
propel a student forward when it comes to making sense of print.
Students with this sort of "pragmatic competence" may still be missing
some foundation skills (and could benefit from activities that focus on
building those), but they should have the opportunity to encounter texts
on "hot topics" (defined by them) and get a chance to work together to
sort things out (graphic organizers and other learning aids can be
helpful here). 
*	It's often difficult to determine what the nature of the reading
challenges are that beginning students face. 
	*	For some it may mean not having a strong foundation in
L1 reading that might transfer and the mistakes they make are not so
much errors related to reading English, as errors related to basic print
processing (in any language)
	*	Others may have L1 reading skills but their knowledge
and experience with English is not strong enough to decode English or
their difficulties with pronunciation may get in the way or reading text
aloud correctly
	*	Still others may not have the vocabulary needed to
recognize and read words fluently 
	*	And for some English word structure and syntax remain a
mystery although they have developed the kind of decoding skills that
allows them to read aloud without making too many mistakes. 
 
What then should we do? 
 
*	It's important to have a sense of what the student can do with
print in the native language - self report of what they read, inviting
the student to read a L1 short passage aloud and using years of
education in the home country as a proxy are all good starting points. 
*	Here's a variation of a Running Record that has been helpful in
my work - it's a way to develop a Reading Profile for each student or a
way to use selected students to gain a better sense of what they can do
and where they stumble. 
	*	Select a story or text that you KNOW students are
familiar with because you have talked about it in class and the
vocabulary has been introduced. 
	*	Select a second story written at the same level but
using a text that is not as familiar 
	*	Have the class do some group or independent work while
you spend a few minutes with an individual student
	*	Invite the student to read with you (choral or echo
reading) and pay attention to fluency (decoding, expression, speed). Pay
attention and make notes on where the student tends to stumble (basic
vowel sounds; longer words etc) and try to determine to what extent the
errors are decoding errors and to what extent they are pronunciation
errors (a Spanish speaking student saying "espays" for "space" is a
pronunciation error; a student saying "espah-se" for space is a decoding
error. 
	*	Invite students to mark 3 important words they know  in
the text and 3 words they are not sure about (they may think they should
know these words). Mark the words on your sheet and discuss them with
the student. 
	*	Ask the students a couple of comprehension question,
making sure the student understands that the answer can be found in the
text. Reread a short section around the answer with the student, ask the
question again  and see if the student picks up the answer. 
	*	Invite the student to ask a question that can be
answered by the text (students should have practiced this perhaps as
part of the strategies associated with "question generating"  and
"question answering" - (Robin made some very good points about the
culture of question asking that we have in the States) 
	*	Use the opportunity to ask the student some open-ended
questions about what's hard and easy around reading English, what the
student likes to read and reads at home in L1; what kinds of things
(s)he is interested in reading about (having some examples on the table
is good) etc. It's important to keep the focus on reading since this is
a Reading Profile you are trying to develop. 
 
I have a rubric that I use for the different categories but again that
takes a bit of work to develop. Again, it seems to me that teachers
might work together as part of their professional development create
such an assessment that can be shared. They can then use this
information to see what students need and where they are stuck. Some may
indeed be at a level where they cannot hear the distinctions in sounds
and could benefit from some individual work in sound discrimination
while the difficulties of others may have to do with vocabulary or with
trying to figure out how English sentences are structured.  
 
In the end, the adult ESL teacher still has to teach an entire class
focusing on those skills that help move students forward in their
understanding of language and texts. Taking a bit of time to spend with
individual students who are stuck seems worthwhile to me, but assessing
each student in a large class seems unrealistic.  In the end, the task
of adult ESL teachers is quite different from that of clinicians and
speech pathologists whose job it is to work with clients one on one. 
 
Which doesn't mean we can't learn from each other. And special thanks to
Robin for providing such rich details on the topic. 
 
Soon more 
 
Heide
 
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Cameron Eileen
Sent: Friday, April 06, 2007 12:40 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 260] Three Questions Regarding Research Articles
andRelated Topics in ESOL Instruction
 
1. In the article "National Center for the Study of Adult Learning and
Literacy: A Conversation With FOB... What Works for Adult ESL Students,"
it states that ESL students are better able to learn and understand
English when the teacher or instructor of ESL is bilingual, in which
case, the instructor can speak the students' native language or
languages in order to clarify the students' understanding to further
construct meaning.  This statement is also made in the article "Real
World Research: Combining Qualitative and Quantitative Research for
Adult ESL."  However, if a teacher or instructor is not bilingual, and
they want to improve ESL students' written proficiency levels, should
the instructor who is fluent only in English be encouraged to permit his
or her ESL students to first write an essay or paragraph, depending upon
the written assignment, within the student's own native language and
then work closely with the student to translate that writing into
English?  Is this a recommended form of instruction?  For one thing,
allowing ESL students to write within their native languages helps the
instructor familiarize themselves with languages that may be foreign to
them.  This can also help the student translate and interpret their own
native language and correspond their thoughts and ideas within a
contextualized English language.  This can permit ESL students to
demonstrate writing that displays clearer contextualized meanings.  It
also allows ESL students to demonstrate a complexity of thoughts and
ideas as well as express critical, analytical thinking skills within
written English, especially those ESL students who struggle with written
English in terms of writing incoherent sentences or clauses, or students
who write mere phrases or simple sentences with incorrect word choice
and improper use of grammar.  The article, "Real World Research," states
"English learners who, for example, have good higher order reading
strategies in their own language cannot call on those strategies to help
them understand English texts until their understanding of English
vocabulary and syntax are good enough to understand basic sentences and
expressions."  Can this same principle be applied to ESL students'
written English? 
 
2. The article "Real World Research: Combining Qualitative and
Quantitative Research for Adult ESL" briefly refers to the codings of a
running record.  A running record that is incorporated in the teaching
of standard American English and literacy within elementary schools in
this country is used in a way that teachers can determine a student's
reading abilities and potentialities through close observation of a
student's reading processes.  Before a running record can be
implemented, the teacher or instructor first must decipher the probable
reading level of a particular student.  For instance, the teacher must
select a book that the student will easily be able to read along with
selecting two other books that may be more challenging to this same
student.  Students must read 50 words within each of the three books.
To correspond the running record in accordance with the student's
reading, the teacher must listen closely and observe, paying strict
attention to the student's substitution or replacement of words,
repetition of words, omission of words, pronunciation and/or
mispronunciation of words, and number of self-corrections the student
makes during their reading.  Once the student is finished reading 50
words within all three selected books, the teacher must add up all of
the student's errors.  The book in which the student made no less than
five errors is selected for appropriate reading in terms of a
substantiated reading level since it presents more of a challenge.
However, a book in which a student makes more than five errors is
considered too difficult for the student to read or comprehend.  I
brought this up because in a standard English or literacy class in
grades K-12, a student can be placed within a specific reading level or
group and is given reading material in accordance with that particular
reading or grade level, as it pertains to a balanced literacy model in
adherence with the curricular standards of a running record.  Students
are given reading material that is slightly more challenging in order to
assist these students in mastering the English language.  Once students
have mastered the English language and have acquired appropriate English
reading skills, they will be able to read books that are several reading
or grade levels above their current reading performance level.  Can a
running record such as the one I have previousy described be applied
within an adult literacy program for ESL students?  Instead of using
grocery store fliers, electricity bills, and immigration documents, can
literature be incorporated in an adult literacy program for ESL
students?
 
3. In the research study discussed in the article "Instruction,
Language, and Literacy: What Works Study for Adult ESL Literacy
Students, the BEST Oral Interview was incorporated in measuring
listening comprehension, communication, and fluency.  In the footnote of
that same research study, it states that the BEST Oral Interview also
includes measures of pronunciation and a reading and writing score which
were not used in the study.  I would actually like to know more about
those measures of pronunciation, reading, and writing, and how they are
assessed in determining a student's perfomance level.  Recently, I
completed a training session for both print-based and the
computer-adaptive BEST PLUS software program which measures the same
items that were measured in the research study 1)listening
comprehension, 2) language complexity or fluency, and 3) communication.
When I completed the training session in BEST PLUS there was no mention
of scoring for pronunciation, reading, or writing.  Also, I wanted to
know if these measurements had been included in your research study,
would it have any effect on the students' performance levels
quantitatively? Also would it have any statistical significance
whatsoever in this particular research study if these variables had been
taken into consideration when the BEST Oral Interview was administered?

  
________________________________

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From heide at literacywork.com  Fri Apr 20 00:15:00 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Fri, 20 Apr 2007 00:15:00 -0400
Subject: [SpecialTopics 316] Re: minimal pairs - a personal story
In-Reply-To: <8C94F7B05B64169-1958-50C@FWM-M31.sysops.aol.com>
Message-ID: <FC296284F724334392D3C7D22CC4F221206A38@ntxbeus09.exchange.xchg>

Hi, all 
 
First a definition for those new to linguistics: 
Minimal pairs: two words that are distinguished in meaning by only one
sound
Ship and sheep are minimal pairs. 
Bear and pear and ruse and lose or minimal pairs (forget spelling, it's
the sound that counts), but choose and juice are not (they have more
than one difference - not that I can hear it - see story below)
 
Normally, native speakers don't have difficulties hearing the
differences and thinking of those words as denoting different concepts.
And, if you come from a language that uses the same sound to
differentiate meaning, you shouldn't have much of a problem. 
 
The difficulties come in when your language doesn't have some of the
same sounds as English (or at least the sounds don't indicate a
difference in meaning). It's very difficult to hear differences that
your language does not have. For example, Chinese does not have long
vowels so many Chinese speakers new to English will have a hard time
hearing the difference between "hit" and "heat" and most likely will
have difficulties producing the sounds. I have a Chinese friend whose
Mom could not say "sheets" to save her life and kept using the short
vowel sound, much to the embarrassment of her children. 
 
As Robin suggests below, the use of isolated minimal pairs in language
teaching has been out of fashion for awhile and remains controversial,
while the need to help students understand and use the sounds of the
target language remains, of course. There is now much more of an
emphasis on teaching students to use multiple clues to make meaning,
paying attention to both context and sound. For example, a teacher might
ask: If someone says, "Do you have a pin - what's the situation? If
someone says "do you have a pen?" what is the situation?" 
 
The focus now is on teaching students to attend to sounds while at the
same time demonstrating that real life context can help to make the
meaning clear even if the student cannot distinguish between two sounds.
In terms of production, it makes sense to teach students "work arounds."
For example, my friend's mom learned to say "where are the towels?" when
asking for help in a department store, figuring the sheets had to be
close by. That's what we mean by "strategic competence" figuring out
what to do when your language skills are still "under development."
 
So here is my personal nightmare with decontextualized minimal pairs.
When I first started university in California (after having attended 2
years of adult ESL classes), minimal pairs were all the rage, and a
group of graduate students had created a test, specifically designed to
trip up members of different language groups. Predictably the test
focused on l/r differences for Japanese and Chinese speakers, and
Spanish speakers had to hear the difference between "I could really go
for this version" and "I could really go for this virgin" (I kid you
not; it was way before we got PC).  My downfall? Not hearing the
difference between "he makes his money raising horses" and "he makes his
money racing horses". They could have asked me 100 times and or offered
me 1000 dollars, and I could not have heard the difference (my dialect
of German does not have a voiced "s" at all and even in high German
there is no difference in meaning between the voiced and unvoiced "s"
sound). 
 
For what it's worse 
 
Heide
 
 
 
-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of
robinschwarz1 at aol.com
Sent: Tuesday, April 17, 2007 8:47 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 308] Re: interlanguage, fossilization, and
corrective feedback
 
Lynn-- I will jump in with my version of this-- I hope Heide has her 
version.  I get asked this question an awful lot.  I know from brain 
research that the brain creates neural pathways when anything is 
learned.   The longer the behavior is used, the bigger the neural 
pathway.   When we help learners produce a new sound or combination of 
sounds, we are asking them to create a new pathway --we want that one 
to replace the old one, but at first --and maybe always-- the old is 
like an interstate and the new one like a cow path-- the old one will 
be used in unconsciousl situations because it is so well established.
 
It is said about spelling that one must spell a word correctly one more 
time than one has spelled it incorrectly in life--which means the same 
thing-- the new pathway has to become dominant over the old one for the 
new behavior to be used more than the old one-- in adult language 
learners' brains, this means an awful lot of practice!!
 
As I have said before here, one practice I advocate heavily is use of 
minimal pair drills to help the learner's brain focus on the critical 
sounds it needs to build that new pathway.  I was challenged on this 
recently by people in ESOL who say that minimal pairs do not help adult 
learners at all and are a waste of time because their brains cannot 
learn to hear these differences any more .  However, I did a reality 
check on that with a colleague who is a speech pathologist.   She 
scoffed at this idea--in speech pathology, minimal pairs are used not 
only as a screening test, but are used vigorously by therapists to help 
patients of all ages who need clearer auditory input to be able to 
produce speech more clearly.   This is exactly why I have used them for 
years with ANY learner or group of learners I work with.  It helps so 
much with the problem  you identify.
 
I do a lot of training around minimal pairs and teachers always report 
that students are EAGER for the practice and often ask to have practice 
on sounds they KNOW they have difficulty hearing and producing.
 
Robin Lovrien Schwarz
 
 
-----Original Message-----
From: lynneweintraub at hotmail.com
To: specialtopics at nifl.gov
Sent: Tue, 17 Apr 2007 11:14 AM
Subject: [SpecialTopics 306] Re: interlanguage, fossilization, and 
corrective feedback
 
Heide: What I often hear from tutors is that they can get the student 
to
produce a troublesome sound/sentence correctly (or identify errors) 
when the
focus of a lesson is on that one particular aspect of language, but 
that it
does not carry through in spontaneous production. Any thoughts?
Lynne Weintraub
 
 
>From: "Wrigley, Heide" <heide at literacywork.com>
>Reply-To: specialtopics at nifl.gov
>To: <specialtopics at nifl.gov>
>Subject: [SpecialTopics 300] Re: interlanguage, fossilization,and
>corrective feedback
>Date: Mon, 16 Apr 2007 17:40:24 -0400
> 
>Hi, Nicole and others who have written on issues of fossilization,
>interlanguage (and implicitly error correction), and building language
>awareness through the explicit teaching of mini-lessons.  We appreciate
>both your examples and your insights
> 
>I wanted to make sure that we don't leave new teachers or those who 
come
>to adult ESL from other fields in the dust, so I wanted to stop for a
>minute and add a few definitions:
> 
>Interlanguage:  All second language learners make language errors.
>Errors are part of language learning. We make "mistakes" as we try to
>create the target language (L2) in our minds. The language we produce 
in
>the early stages of proficiency is only an approximation of the target
>language, the language we are trying to learn. Since you cannot 
memorize
>a new language, mistakes must happen.  The language that learners use 
on
>their way to proficiency is often referred to as "interlanguage."  As
>students learn and acquire more language through various forms of input
>(noticing; practicing; studying, using the language in various
>contexts), they make fewer language errors and get closer to full
>proficiency. So a student's interlanguage is changing all the time,
>based on the "input" they receive (what they hear and read), and the
>"output" they are asked to produce (speaking, communicating with 
others;
>presenting). There is some evidence that "corrective feedback"
>judiciously applied (more on that later) can help students notice the
>errors they make, correct them, and move forward, self monitoring and
>self-correcting down the road.
> 
>As several others pointed out, creating mini-lessons around some of the
>sticky points (where students keep making the same mistake over and
>over) can be really helpful, if students are indeed ready in their
>language development to understand and integrate new knowledge about
>language into their existing knowledge (schema).  You can try to 
explain
>how present perfect or how hypotheticals work in the beginning ESL 
class
>(if I had had the money, I would have bought the car), but your 
students
>will not be ready to take in sophisticated structures of this sort. So
>you will hear "I be here 5 years" or "I am here 5 years" or "I have 5
>years here" but probably not, "I've been here for five years"  - so
>whatever your Level 1 students say when you ask them "how long have you
>been in the United States,"  that's interlanguage.
> 
>Fossilization. At any time in the learning process a student may become
>stuck in some level of interlanguage and may make the same mistakes 
over
>and over again - and language development does not seem to move 
forward.
>That's called fossilization. I've know older students who seem to have
>decided that their language skills are close enough and they aren't all
>that interested in improving their grammar. Those may be the students
>that Lynn (Weintraub was talking about). In many cases, the strategies
>we mentioned do get learners moving forward, in others, the learners
>seem so focused on communication that little noticing of form takes
>place. Perhaps asking learners straight out:
> 
>Do you want to improve your English?  If so, which part of English?
>(vocabulary, comprehension, pronunciation, grammar). We can then ask
>students to identify language they are not sure about (from an audio
>tape of their story or a written piece). Or as Nicole explains below, 
we
>can keep trying to isolate a pattern and offer insights.
> 
>Corrective feedback: This much we know: If corrective feedback (input
>focused on errors, such as "recasting" has to have any effect, it must
>be selective, judiciously applied and offered at optimal times (NOT,
>when the student is trying to tell us something important - correcting
>at that point can be really insulting and most likely make no
>difference).
> 
>Language learning is extraordinarily complex and so is language 
teaching
>- knowing what to correct, when, why and how (and when to leave things
>alone) may be one of the most critical skills new teachers need to
>learn.
> 
>Examples, anyone?
> 
>Heide
> 
>________________________________
> 
>From: specialtopics-bounces at nifl.gov
>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Nicole Graves
>Sent: Sunday, April 15, 2007 1:12 PM
>To: specialtopics at nifl.gov
>Subject: [SpecialTopics 291] Re: fossilization
> 
>Hi all,
> 
>Recently, once again, two examples of interlanguage development and
>fossilization jumped at me.
> 
>The first one from a high level student who has been here 15 years: the
>person consistently used "privaty" for privacy.  You can see that 
having
>seen the word private on doors at work, at the gym, at school, etc. she
>made up the new word "privaty" applying whatever assumptions she was
>working with at the time.  I might have corrected her by repeating the
>correct form many times but I understood what she wanted to 
communicate.
>My way of correcting her did not work.  It was not enough.  Because
>there was no breakdown in communication, there was no need to alter the
>utterance.  This week, I stopped and pointed out the mistake directly.
>I also mentioned that other people might be confused and possibly would
>not understand.  We talked about the two words.  It was a five minutes
>direct instruction language awareness lesson.   She self-corrected 
after
>that for a short time.  She no longer uses the wrong word.
> 
>The second one is from a man who has been here more than 6 years but
>just entered a high intermediate class.  He had a smattering of English
>when he first arrived and got a job immediately.  He continued to
>develop his oral English skills over the years but had no time to 
attend
>classes until now.  When I interviewed him, he said he worked in a
>factory that had 3 shifts [shiftes].  In two months [monses], he would
>change his shift [shifte].  That would allow him to come to class.  I
>asked him how he would write shift and month.  He replied: shifte and
>monte.  You can see how he had applied a plural rule he got somewhere 
to
>use these words in the plural.  Another quick mini-lesson: no final "e"
>in either of these words.  After a final voiceless consonnant sound, 
the
>plural marker "s" is also voiceless.  He also learned to self-correct
>with prompting from the teacher at first and no longer makes the
>mistake.  I do not think that he has internalized the rule but he has
>corrected 2 words that appeared "fossilized".
> 
>Nicole B. Graves
> 
> 
>   ----- Original Message -----
>   From: Moira.Taylor at domino1.cuny.edu
>   To: specialtopics at nifl.gov
>   Cc: specialtopics at nifl.gov ; specialtopics-bounces at nifl.gov
>   Sent: Friday, April 13, 2007 10:22 AM
>   Subject: [SpecialTopics 286] Re: fossilization
> 
> 
>   Hi all -
> 
>   I've been reading all week, and now how some time to respond.  I
>hope the following is useful.
> 
>   First of all, I totally agree awareness is a critical element
>for working on fossilization issues.
> 
>   And then, just to put another work into the mix, I was just
>reading a chapter (Chapter 9) in Ilona Leki's book "Understanding ESL
>Writers."  She writes about an interlanguage (an unstable language
>developed during the language learning process).   The student is on
>his/her way to developing the correct L2 form by receiving input, but
>this student stresses and ignores rules based on input.  For example,
>s/he may have learned about 3 person "S" and then overgeneralize the
>rule to modal forms (She cans...)  Eventually, s/he will stop as s/he
>practices more.
> 
>   I'm simplifying, but what Leki says at the end of all this is:
>"Normally, as language learners continue recieving input from the 
target
>language, their interlanguage reshapes itself in increasing conformity
>to the L2.  For reasons not completly understoond, however, certain
>interlanguage forms become fixed, or folssilized, and no amount of 
input
>seems to be able to induce a re-analysis of the fossilized form to put
>it more in line with the L2...Fossilized interlanguage forms are
>particularly difficult to alter, possibly because the learner is for
>whaterver reason unmotivated to identify completely with the target
>discours community."
> 
>   She has more to say about what to do (this particular chapter is
>about correcting sentence level errors - what, how, why).  Worth a read
>I think.
> 
>   Moira Taylor
> 
>   Moira Taylor
>   CUNY Adult Literacy Program
>   101 West 31st St., Room 704
>   New York, NY 10001
>   Tel: 212 652 2883
>   Fax: 646 344 7329
>   www.literacy.cuny.edu
> 
> 
> 
>"Nicole Graves" <cnaamh at rcn.com>
>Sent by: specialtopics-bounces at nifl.gov
>04/12/2007 04:05 PM
>Please respond to specialtopics
> 
>         To:        <specialtopics at nifl.gov>
>         cc:
>         Subject:        [SpecialTopics 284] Re: fossilization
> 
> 
> 
>   Lynne,
> 
>   Language awareness works for fossilization too.  If you stop the
>student and
>   focus on one point and explain the differences or similarities,
>on the spot,
>   chances are the problem will go away.  When the student is ready
>to become
>   aware and you make the student aware, it always works.  One at a
>time.
> 
>   Nicole B. Graves
>   ----- Original Message -----
>   From: "Lynne Weintraub" <lynneweintraub at hotmail.com>
>   To: <specialtopics at nifl.gov>
>   Sent: Thursday, April 12, 2007 7:36 AM
>   Subject: [SpecialTopics 283] Re: fossilization
> 
> 
>   > Heide--the GED grammar question reminds me of a related
>question I've had
>   > on
>   > my mind for a long time. Over the years, I have run into a
>number of
>   > students who seem to be "fossilized" in their language
>development. They
>   > get
>   > to a certain point, and then they just don't seem to make any
>progress
>   > anymore in terms of pronunciation, structure, or even
>expanding their
>   > vocabulary. Has any research been done on this problem? Do you
>have any
>   > ideas on how to break through? I'd like to offer some hope
>(and
>   > strategies)
>   > to their tutors, but so far I haven't found any that are
>genuinely
>   > successful.
>   > Lynne Weintraub
>   >
>   >
>   >>From: "Wrigley, Heide" <heide at literacywork.com>
>   >>Reply-To: specialtopics at nifl.gov
>   >>To: <specialtopics at nifl.gov>
>   >>Subject: [SpecialTopics 282] Re: (no subject) teaching grammar
>in the
>   >>GEDclass
>   >>Date: Wed, 11 Apr 2007 23:41:16 -0400
>   >>
>   >>Hi, Cheryl
>   >>
>   >>I'm sorry it took me awhile to get to the grammar question. I
>just got
>   >>back from D.C. and am off to Austin in the morning, but here
>it goes.
>   >>
>   >>First of all, it is indeed very difficult to help students
>write with
>   >>expression and help them develop their language skills so that
>they are
>   >>able to write sentences that are grammatical. It is quite a
>challenge,
>   >>especially once students are able to communicate quite well
>orally and
>   >>aren't particularly keen on working on their grammar skills.
>   >>
>   >>Complicating the enterprise is the fact that at this level the
>   >>difficulties that students have may differ from learner to
>learner so
>   >>anything you teach to the entire class will probably bore some
>students
>   >>(since it's not their problem) and frustrate others (cause
>they are not
>   >>ready - given where they are in their language development -
>to absorb
>   >>whatever rules you are presenting). So any time there is a
>presentation
>   >>to the entire class on grammar at this level you may only have
>a few
>   >>students who are with you. (Cheryl, correct me if I'm wrong in
>your
>   >>case, since I am speaking in general terms and obviously don't
>know your
>   >>students).
>   >>
>   >>One thing that doesn't work very well, is to have students
>write their
>   >>paragraphs on the board and have everyone else point out the
>grammar
>   >>mistakes. Students generally are not particularly engaged in
>what other
>   >>students have written, particularly if asked to focus on form.
>And
>   >>again, some students may be able to detect errors and correct
>them (and
>   >>what are they learning?) while others are nowhere near ready
>and the
>   >>explanations make no sense to them - again, if some of you
>have had
>   >>great success with this strategy, let us know.
>   >>
>   >>Ok, here then are some strategies that you might try:
>   >>
>   >>1. There is a hypothesis in second language acquisition that
>   >>emphasize the notion of "noticing" and holds that students
>won't be able
>   >>to acquire accurate linguistic forms and structures, unless
>they first
>   >>notice them, that is unless they pay attention to their own
>language and
>   >>the language of others and say to themselves "oh, that's how
>it's said
>   >>(or not said); this is how you write it; this is what people
>do"  And
>   >>once student pay attention to these forms, it becomes easier
>for them to
>   >>use correct forms or edit their own writing. So one suggestion
>I would
>   >>make to build in your students a curiosity about language, an
>eagerness
>   >>(well, may-be not eagerness, but an interest) in seeing how
>language
>   >>works. This notion is also known as "language awareness" and
>it goes a
>   >>long way in helping students pay attention to how the language
>they use
>   >>in expressing their ideas is similar or different from the way
>other
>   >>people say or write things.
>   >> a. One way to help students build language awareness and
>   >>look at their own language output is to ask students to circle
>the kinds
>   >>of phrases or words that appear in their writing that they are
>not sure
>   >>about. Sometimes students a way to self-correct, but you can
>also work
>   >>with them to find better ways of expressing their ideas
>(sometimes that
>   >>means fixing up the grammar and other times that means
>rephrasing a
>   >>sentence and using a different structure altogether, one that
>the
>   >>student is more familiar and comfortable with).  After you
>help students
>   >>use fix-up strategies, you can then ask them to pay attention
>in their
>   >>reading to see if they can identify the structure in question
>in other
>   >>people's writing.
>   >> b. Another way is to have students read their writings into
>   >>a tape recorder and then listen to it again to see if it
>sounds right.
>   >>I first saw this technique used when I was up in Vancouver at
>the
>   >>Invergarry Learning Centre where Janet Isserlis taught for
>awhile. It
>   >>was amazing to see how students would read their essays and
>then
>   >>self-correct as they noticed that the language they used was
>awkward or
>   >>ungrammatical. The tape recorder acted as a tool for editing
>and
>   >>revision that was fun for students to use (many students I've
>known just
>   >>hate rewriting - in their mind it was hard enough to put pen
>to paper
>   >>and get their thoughts in writing, they don't want to prolong
>the
>   >>agony). So the tape recorder adds a new dimension (students
>can just
>   >>take turns using the machine as they finish their writings).
>   >>
>   >>Of course, building language awareness and helping students
>self-monitor
>   >>their writing is only one strategy to help students gain
>greater
>   >>accuracy in their writing. And self-monitoring is not a great
>deal of
>   >>help if students don't have much experience with the standard
>ways of
>   >>writing. So you may want to see if there are some common areas
>of
>   >>difficulties that your students share (subject-verb agreement;
>passive
>   >>constructions; irregular past verbs) and then teach
>mini-lessons that
>   >>zero in on those areas. While some students respond well to
>rules
>   >>because they are good at deductive thinking, others do much
>better when
>   >>you present patterns of language and then draw their attention
>to the
>   >>commonalities within these patterns - so that you help your
>students
>   >>abstract the grammar rules from the sentences they see -
>helping them to
>   >>get to the aha! moment. This approach is also known as
>"discovery
>   >>grammar".
>   >>
>   >>If particular grammar forms are new to students and they need
>to know
>   >>them because there are no simpler work-arounds, they will need
>some
>   >>guided practice in using these forms in different ways so that
>they
>   >>become internalized.  I would then include these structures in
>a grammar
>   >>editing check-list that students can use when they look over
>their own
>   >>writing - once again, building language awareness in the
>process.
>   >>
>   >>Another insight that might help you: Just correcting students
>each time
>   >>you see a mistake in their writing and giving them a quick
>explanation
>   >>generally doesn't work unless the student made a careless
>mistake. This
>   >>sort of "drive-by" grammar lesson usually doesn't stick. It is
>much
>   >>better, generally, to set some time aside, either with an
>individual
>   >>student or with the group and ask the student(s) to focus on a
>   >>linguistic form when they are not in the middle of writing or
>reading
>   >>their writing to others.
>   >>
>   >>Finally - and you will notice a theme here - a lesson that I
>learned as
>   >>an adult second language learner:  Quite a few of the mistakes
>that I
>   >>made in writing English disappeared when I spent more time
>thinking
>   >>about and discussing what it is I wanted to say and write.
>   >>
>   >>Quite often, at the intermediate levels, the language that
>learners use
>   >>is muddled and the sentences awkward or ungrammatical, because
>the
>   >>thinking is still fuzzy. Once a writer is clear on what it is
>exactly
>   >>(s)he wants to say, it is easier to construct sentences that
>are clear
>   >>and concise.
>   >>
>   >>I used this model of talking things through to discover what
>it is you
>   >>want to write with my students when I taught Developmental
>Writing and
>   >>for many students it did make a quite a difference.
>   >>
>   >>Others did need some structured lessons on the grammar they
>had missed
>   >>along the way.
>   >>
>   >>So no silver bullet here (ha! another cultural reference to
>mess with
>   >>the uninitiated).
>   >>
>   >>Good night all!
>   >>
>   >>Heide
>   >>
>   >>________________________________
>   >>
>   >>From: specialtopics-bounces at nifl.gov
>   >>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of cheryl
>gentry
>   >>Sent: Sunday, April 01, 2007 9:01 PM
>   >>To: specialtopics at nifl.gov
>   >>Subject: [SpecialTopics 261] (no subject)
>   >>
>   >>I teach GED at CRC...a prison in Norco, Calif. I have many
>students who
>   >>grew up speaking Spanish in the home and have difficulty with
>English
>   >>grammar. Are there any special tricks?
>   >
>   >
>   >>-------------------------------
>   >>National Institute for Literacy
>   >>Special Topics mailing list
>   >>SpecialTopics at nifl.gov
>   >>To unsubscribe or change your subscription settings, please go
>to
>   >>http://www.nifl.gov/mailman/listinfo/SpecialTopics
>   >
>   >
>   > -------------------------------
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>   > To unsubscribe or change your subscription settings, please go
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From heide at literacywork.com  Fri Apr 20 00:37:25 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Fri, 20 Apr 2007 00:37:25 -0400
Subject: [SpecialTopics 317] Re: PD and employment related ESL
In-Reply-To: <001401c7803c$8aa6d190$6601a8c0@Bobbie>
Message-ID: <FC296284F724334392D3C7D22CC4F221206A3E@ntxbeus09.exchange.xchg>

Hi, Barbara and others 
 
Good questions about PD and how to help teachers acquire the foundation
skills needed in teaching adult learners new to English. (I think
understanding how second language acquisition works and understanding
second language reading and literacy are good starting points). And
introducing teachers to tasks and texts that serve multiple purposes and
allow for deeper understanding of language and life seems a good way to
go ("less teaching and more learning" was the title that Susan Gaer gave
to one of her articles on project-based learning and was kind enough to
let me use for some of my work)
 
Unfortunately, I don't know what various states are doing in PD around
adult ESL though I very much like the model of the ongoing staff
development through Academies and Institutes that the Texas GREAT
Centers are adopting. The limitations of the conference model that
focuses on the one shot workshop has certainly been demonstrated through
research. 
 
Jodi Crandall (on the list but in Korea at the moment) is working on a
project that examines the various PD models that states in the U.S. use,
and she should have more information in a few months. 
 
In terms of PD that focuses on the development of language skills in the
context of work or on the integration of jobs skills on the one hand and
language and literacy skills on the other, I keep hearing renewed
interest in these models from foundations, government agencies, and
other institutions. Various new reports have been published or are under
development. To what extent this interest is translating into workshops
or seminars for teachers is difficult to say and too early to tell,
perhaps. 
 
But some of the rest of you might know more, and it would be great to
hear what is happening in other countries in that respect. Australia or
New Zealand, perhaps? Ireland? 
 
Heide
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Barbara Tondre
Sent: Monday, April 16, 2007 9:33 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 297] Re: Authentic materials
 
Hello from Texas!  I have been following the discussion.  It's always
good to hear from Heide and Larry as well as fellow practitioners from
beyond...
 
Janet touched upon something that is so fundamental to this discussion,
and that is the basic preparation of ESL instructors.  Here in Texas, we
have been fortunate to have Heide work closely with us for a number of
years in an effort to build a foundation of knowledge among our very
part time AE instructors. 
 
Unfortunately, because of the overwhelming demand, AE often finds it
necessary to make ESL instruction assignments to those who are still
struggling to get a firm grasp on adult learning theory and the
principles of second language learning. In my work with Texas LEARNS and
its response to a legislative mandate that AE provide work-related ESL
instruction, I am constantly reminded that our efforts rest on a rather
shaky foundation.  
 
Preparing program administrators and instructional staff to respond to
the work-related needs of adult English language learners - and to
maintain a balance between language learning and workforce skills
development - is quite a challenge. So I have to ask:  are there efforts
out there that require (or strongly encourage) administrators to guide
their instructors through a series of PD activities that help them
incrementally develop expertise vs. merely fulfill the annual PD
requirement?  The Texas Teacher Credential project is a model for this
kind of professional development, but it seems we need a multi-faceted
tactical approach to move forward.  
 
Just wondering out loud...
 
Barbara Tondre-El Zorkani
Texas LEARNS
  
 
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From kolgin at glendale.edu  Fri Apr 20 01:22:25 2007
From: kolgin at glendale.edu (kolgin at glendale.edu)
Date: Thu, 19 Apr 2007 22:22:25 -0700 (PDT)
Subject: [SpecialTopics 318] Re: unanswered questions
In-Reply-To: <FC296284F724334392D3C7D22CC4F2212068DD@ntxbeus09.exchange.xchg>
References: <FC296284F724334392D3C7D22CC4F2212068DD@ntxbeus09.exchange.xchg>
Message-ID: <2286.69.234.3.103.1177046545.squirrel@webmail.glendale.edu>

Heide,
I hope you are feeling better. I have always wondered how much "creaming"
were you able to detect in the classrooms in "What Works". Is this common
in most literacy classes? I brought this subject up at a conference and
was surprised at how wide spread "creaming" is. The consensus seems to be
that putting preliterate or nonliterates with non Roman literates or non
alphabetic literates together begs for "creaming". What are your thoughts?
Kirk Olgin
Glendale College

Hello, everyone
>
> I apologize for being so slow in responding. I picked up a vicious flu
> bug on the road which laid me low for a couple of days but am now as
> good as new (well, almost). Larry is up to his eyeballs in a discussion
> around the National Reporting System on the assessment list serve.
>
> Here's my plan:
>
> I'll review the questions we have not dealt with from last week and this
> week and will post of few comments to pull things together and give the
> rest of you a chance to respond tomorrow.
>
> So thanks to all who jumped in there to post questions and ideas and
> also to those of you who have taken the time to read the posts (a number
> of people have written to me off-line).
>
> All the best and I'll write more soon
>
> Heide
>
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
> Sent: Saturday, April 14, 2007 9:21 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 290] What Works Adult ESL/ESOL Study
>
> Special Topics Discussion Colleagues,
>
> This has been an enjoyable discussion, and I want to thank our
> guests, Heide Spruck Wrigley and Larry Condelli, for joining us this
> week and helping us to better understand the What Works for Adult ESL
> Students study.  I will leave the discussion open for a few more days
> in case others want  to add comments, but Heide and Larry may not be
> able to continue to join in, or answer every reply. Our agreement was
> that their participation would only continue through today.  Of
> course, they are welcome to continue if they wish.
>
> I have a comment on the study and the discussion.  The study has
> impressed me with what we know as a result of this research but, like
> a good appetizer, it has whetted my appetite for more adult ESL/ESOL
> research. There are so many questions that yet need to be answered.
>
>
> David J. Rosen
> Special Topics Discussion List Moderator
> djrosen at comcast.net
>
>
>
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> -------------------------------
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> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>

From sreid at workbase.org.nz  Sat Apr 21 20:39:31 2007
From: sreid at workbase.org.nz (Susan Reid)
Date: Sun, 22 Apr 2007 12:39:31 +1200
Subject: [SpecialTopics 319] Re: PD and employment related ESL
Message-ID: <14794889A1E3AF419042F64CC5425A1E3EA840@secure.workbase.org.nz>

Hi Heide 
 
At the end of your post you talk about PD options for those who want to integrate literacy numeracy and language skill development into vocational or workforce or other forms of training. 
 
Australia has a long history of intergrated literacy training ( started in the mid 90s) and it has over the last few years been picked up in the UK under the title 'embedded literacy' mainly as a method to increase reach and scale. 
 
In New Zealand this has for some years been recognition that low levels of literacy numeracy and language skills are not going to attended to just by specialist literacy practitioners. So last year a new qualification was developed for tutors ( in NZ this is not used just for volunteers as it is in the US) who are delivering vocational courses or industry training courses or workplace training programmes ( not literacy but focussed on specific workplace skills). 
http://www.nzqa.govt.nz/nqfdocs/quals/doc/1253.doc
The main part of the qualifcation is  what we call a unit standard ( competency standard) called 21204 . 
http://www.nzqa.govt.nz/nqfdocs/units/doc/21204.doc
 
The critical aspect of integrated literacy is the concurrent development of the two sets of skills together. The literacy skills that are to be developed are defined by the context of the vocational course and are therefore confined by that context. There needs to be sufficient teaching time and acts of teaching so that literacy can be integrated into the other course. 
 
There are a number of models for delivering integrated literacy - one is team teaching where there are two tutors in the room - the literacy teacher and the vocational teacher. This is a resource hungry model and often depends on additional funding which may not be sustainable. 
 
Unit Standard 21204 is based on another model - that vocational teachers themselves can be trained to develop their learners' literacy skills to a certain level. Teachers are not expected to develop the skills of someone who is at a very low level - people with low level skills need a specialist literacy tutor but we believe that vocational tutors can make a difference to learners' literacy skills.  
 
At Workbase we have started to deliver this National Certificate  this year. I am currently working with a group of teachers who train students who are acquiring skills and qualifications in dairy farming. The literacy skills of the students of  these vocational teachers range from those who can easily cope with the literacy demands of the job and their vocational course to students who are really struggling. These vocational teachers are finding that a lot of actiivities they are currently using in their teaching can easily be used to teach and develop literacy skills - in some cases it is just a question of making it all explicit. 
 
In the UK they have tended to focus on the team teaching model. They have also invested millions of pounds in developing really excellent 'embedded learning materials'  for awhole range of occupations see
 
http://www.dfes.gov.uk/readwriteplus/embeddedlearning/cfbtgeneralinfo.cfm
 
You a re right too that NALA in Ireland has done some really good work on integrated literacy - they developed a really useful guide about the systems and processes needed to set up an integrated programme 
http://www.nala.ie/publications/listing/20020628161601.html
 
with NALA's permission we adapted their guidelines for the NZ context ( particularly the pre employment context) 
http://www.workbase.org.nz/Document.aspx?Doc=Integratingliteracyintoothercourses.pdf
 
 
If people are interested we have what we believe is the largest collection of international online resources about integrated/embedded literacy on the New Zealand Literacy Portal 
www.nzliteracyportal.org.nz
just type integrated or embedded into the search function - otherwise you can just type in 21204
 
if there is something else you know about that isn't on the portal  please let use know 
 
Kind regards Susan Reid 
Manager Learning and Development 
Workbase the New Zealand Centre for Workforce Lireracy Development 
www.workbase.org.nz
 
_______________________________________________________________________________________________________________________________
 
 
 
 
Hi, Barbara and others 
 
Good questions about PD and how to help teachers acquire the foundation skills needed in teaching adult learners new to English. (I think understanding how second language acquisition works and understanding second language reading and literacy are good starting points). And introducing teachers to tasks and texts that serve multiple purposes and allow for deeper understanding of language and life seems a good way to go ("less teaching and more learning" was the title that Susan Gaer gave to one of her articles on project-based learning and was kind enough to let me use for some of my work)
 
Unfortunately, I don't know what various states are doing in PD around adult ESL though I very much like the model of the ongoing staff development through Academies and Institutes that the Texas GREAT Centers are adopting. The limitations of the conference model that focuses on the one shot workshop has certainly been demonstrated through research. 
 
Jodi Crandall (on the list but in Korea at the moment) is working on a project that examines the various PD models that states in the U.S. use, and she should have more information in a few months. 
 
In terms of PD that focuses on the development of language skills in the context of work or on the integration of jobs skills on the one hand and language and literacy skills on the other, I keep hearing renewed interest in these models from foundations, government agencies, and other institutions. Various new reports have been published or are under development. To what extent this interest is translating into workshops or seminars for teachers is difficult to say and too early to tell, perhaps. 
 
But some of the rest of you might know more, and it would be great to hear what is happening in other countries in that respect. Australia or New Zealand, perhaps? Ireland? 
 
Heide
 
________________________________

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Barbara Tondre
Sent: Monday, April 16, 2007 9:33 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 297] Re: Authentic materials
 
Hello from Texas!  I have been following the discussion.  It's always good to hear from Heide and Larry as well as fellow practitioners from beyond...
 
Janet touched upon something that is so fundamental to this discussion, and that is the basic preparation of ESL instructors.  Here in Texas, we have been fortunate to have Heide work closely with us for a number of years in an effort to build a foundation of knowledge among our very part time AE instructors. 
 
Unfortunately, because of the overwhelming demand, AE often finds it necessary to make ESL instruction assignments to those who are still struggling to get a firm grasp on adult learning theory and the principles of second language learning. In my work with Texas LEARNS and its response to a legislative mandate that AE provide work-related ESL instruction, I am constantly reminded that our efforts rest on a rather shaky foundation.  
 
Preparing program administrators and instructional staff to respond to the work-related needs of adult English language learners - and to maintain a balance between language learning and workforce skills development - is quite a challenge. So I have to ask:  are there efforts out there that require (or strongly encourage) administrators to guide their instructors through a series of PD activities that help them incrementally develop expertise vs. merely fulfill the annual PD requirement?  The Texas Teacher Credential project is a model for this kind of professional development, but it seems we need a multi-faceted tactical approach to move forward.  
 
Just wondering out loud...
 
Barbara Tondre-El Zorkani
Texas LEARNS
  
 
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From heide at literacywork.com  Sun Apr 22 14:33:50 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Sun, 22 Apr 2007 14:33:50 -0400
Subject: [SpecialTopics 320] Re: integrating second language acquisition and
	job skills training
In-Reply-To: <001401c7803c$8aa6d190$6601a8c0@Bobbie>
Message-ID: <FC296284F724334392D3C7D22CC4F221278867@ntxbeus09.exchange.xchg>

Hello Barbara and everyone
 
I had a couple of questions off-line about efforts to revive workplace
literacy, to link adult ESL and job skills training and to contextualize
language learning using task an contexts common to various job clusters
(health, advanced manufacturing, sales and service). Barbara can
certainly talk more about the Texas Initiative. 
 
There's quite a bit of interest these days in studies that speak to the
issues of work and language education. Although we did not look at
workplace literacy or integrated approaches in the What Works study,
there are strong indicators from other studies that models that link job
skills training with language and literacy development have stronger
outcomes (in terms of retention and transition, job placement and
earnings), than other approaches.  
 
If you'd like to know more, here are a couple of links to a report that
I did with Julie Strawn and others for the Center for Law and Social
Policy.  
 
Full Report: 
 
http://www.clasp.org/publications/LEP_report.pdf
 
Policy Brief: 
http://www.clasp.org/publications/LEP_brief.pdf
 
Other papers are currently being commissioned that address models for
linking adult ESL with employment, including a paper for NIFL on issues
in preparing immigrants interested in careers in Allied Health
(Crandall, Wrigley and Goldberg) and a report commissioned by Public
Private Ventures on promising approaches to help immigrants with limited
proficiency in English move into jobs that pay a living wage and can
sustain a family. 
 
For those of you interested in studies that examine these issues,
resources are available: The Migration Policy Institute's Center on
Immigrant Integration Policy has a number of papers and reports listed
on their site: 
 
http://www.migrationinformation.org/integration/
 
Should employment and training be the only goals of adult ESL? Certainly
not! 
 
But since millions of people are here in the U.S. to make a living and
need language, literacy, and job skills for employment that helps them
move out of poverty, it's worth thinking about models and approaches
that are likely to make a difference. 
 
More on these topics from an international perspective - I just got a
long and thoughtful note from Susan Reid in New Zealand who knows of
such things. 
 
Cheers 
Heide
 
 
 
 
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Barbara Tondre
Sent: Monday, April 16, 2007 9:33 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 297] Re: Authentic materials
 
Hello from Texas!  I have been following the discussion.  It's always
good to hear from Heide and Larry as well as fellow practitioners from
beyond...
 
Janet touched upon something that is so fundamental to this discussion,
and that is the basic preparation of ESL instructors.  Here in Texas, we
have been fortunate to have Heide work closely with us for a number of
years in an effort to build a foundation of knowledge among our very
part time AE instructors. 
 
Unfortunately, because of the overwhelming demand, AE often finds it
necessary to make ESL instruction assignments to those who are still
struggling to get a firm grasp on adult learning theory and the
principles of second language learning. In my work with Texas LEARNS and
its response to a legislative mandate that AE provide work-related ESL
instruction, I am constantly reminded that our efforts rest on a rather
shaky foundation.  
 
Preparing program administrators and instructional staff to respond to
the work-related needs of adult English language learners - and to
maintain a balance between language learning and workforce skills
development - is quite a challenge. So I have to ask:  are there efforts
out there that require (or strongly encourage) administrators to guide
their instructors through a series of PD activities that help them
incrementally develop expertise vs. merely fulfill the annual PD
requirement?  The Texas Teacher Credential project is a model for this
kind of professional development, but it seems we need a multi-faceted
tactical approach to move forward.  
 
Just wondering out loud...
 
Barbara Tondre-El Zorkani
Texas LEARNS
  
 
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From heide at literacywork.com  Sun Apr 22 14:35:35 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Sun, 22 Apr 2007 14:35:35 -0400
Subject: [SpecialTopics 321] Re: A note from New Zealand
In-Reply-To: <2B0860DF-42C5-4ABE-81E4-689D1E1B4E95@comcast.net>
Message-ID: <FC296284F724334392D3C7D22CC4F221278869@ntxbeus09.exchange.xchg>

Dear all 
 
If you remember at the end of Barbara Tondre-El Zorkani's question about
workplace literacy, I invited some of our international participants to
give us some insights into the broader picture. In this post, Susan
Reid, a colleague from New Zealand, explains various efforts going on
"down under." She also includes a note on NZ's  adaptation of the work
that Ireland has been doing. 
 
 
Here is Susan's Note: 
 
Hi Heide 
 
At the end of your post you talk about PD options for those who want to
integrate literacy numeracy and language skill development into
vocational or workforce or other forms of training. 
 
Australia has a long history of integrated literacy training ( started
in the mid 90s) and it has over the last few years been picked up in the
UK under the title 'embedded literacy' mainly as a method to increase
reach and scale. 
 
In New Zealand this has for some years been recognition that low levels
of literacy numeracy and language skills are not going to attended to
just by specialist literacy practitioners. So last year a new
qualification was developed for tutors ( in NZ this is not used just for
volunteers as it is in the US) who are delivering vocational courses or
industry training courses or workplace training programmes ( not
literacy but focussed on specific workplace skills). 
 
http://www.nzqa.govt.nz/nqfdocs/quals/doc/1253.doc
 
 
The main part of the qualifcation is  what we call a unit standard (
competency standard) called 21204 . 
 
http://www.nzqa.govt.nz/nqfdocs/units/doc/21204.doc
 
 
The critical aspect of integrated literacy is the concurrent development
of the two sets of skills together. The literacy skills that are to be
developed are defined by the context of the vocational course and are
therefore confined by that context. There needs to be sufficient
teaching time and acts of teaching so that literacy can be integrated
into the other course. 
 
 There are a number of models for delivering integrated literacy - one
is team teaching where there are two tutors in the room - the literacy
teacher and the vocational teacher. This is a resource hungry model and
often depends on additional funding which may not be sustainable. 
 
 Unit Standard 21204 is based on another model - that vocational
teachers themselves can be trained to develop their learners' literacy
skills to a certain level. Teachers are not expected to develop the
skills of someone who is at a very low level - people with low level
skills need a specialist literacy tutor but we believe that vocational
tutors can make a difference to learners' literacy skills.  
 
 At Workbase we have started to deliver this National Certificate  this
year. I am currently working with a group of teachers who train students
who are acquiring skills and qualifications in dairy farming. The
literacy skills of the students of  these vocational teachers range from
those who can easily cope with the literacy demands of the job and their
vocational course to students who are really struggling. These
vocational teachers are finding that a lot of actiivities they are
currently using in their teaching can easily be used to teach and
develop literacy skills - in some cases it is just a question of making
it all explicit. 
 
 In the UK they have tended to focus on the team teaching model. They
have also invested millions of pounds in developing really excellent
'embedded learning materials'  for awhole range of occupations see
 
 
http://www.dfes.gov.uk/readwriteplus/embeddedlearning/cfbtgeneralinfo.cf
 
You a re right too that NALA in Ireland has done some really good work
on integrated literacy - they developed a really useful guide about the
systems and processes needed to set up an integrated programme 
 
http://www.nala.ie/publications/listing/20020628161601.html
 
with NALA's permission we adapted their guidelines for the NZ context (
particularly the pre employment context) 
 
http://www.workbase.org.nz/Document.aspx?Doc=Integratingliteracyintoothe
rcourses.pdf
 
If people are interested we have what we believe is the largest
collection of international online resources about integrated/embedded
literacy on the New Zealand Literacy Portal 
 
www.nzliteracyportal.org.nz <http://www.nzliteracyportal.org.nz/> 
 
just type integrated or embedded into the search function - otherwise
you can just type in 21204
 
 if there is something else you know about that isn't on the portal
please let us know 
 
 Kind regards Susan Reid 
 
Manager Learning and Development 
 
Workbase the New Zealand Centre for Workforce Lireracy Development 
 
www.workbase.org.nz
 
 
 
-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Saturday, April 14, 2007 9:21 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 290] What Works Adult ESL/ESOL Study
 
Special Topics Discussion Colleagues,
 
This has been an enjoyable discussion, and I want to thank our  
guests, Heide Spruck Wrigley and Larry Condelli, for joining us this  
week and helping us to better understand the What Works for Adult ESL  
Students study.  I will leave the discussion open for a few more days  
in case others want  to add comments, but Heide and Larry may not be  
able to continue to join in, or answer every reply. Our agreement was  
that their participation would only continue through today.  Of  
course, they are welcome to continue if they wish.
 
I have a comment on the study and the discussion.  The study has  
impressed me with what we know as a result of this research but, like  
a good appetizer, it has whetted my appetite for more adult ESL/ESOL  
research. There are so many questions that yet need to be answered.
 
 
David J. Rosen
Special Topics Discussion List Moderator
djrosen at comcast.net
 
 
 
 
 
 
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
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From janeaddeo at comcast.net  Sun Apr 22 15:37:48 2007
From: janeaddeo at comcast.net (janeaddeo at comcast.net)
Date: Sun, 22 Apr 2007 19:37:48 +0000
Subject: [SpecialTopics 322] Re: integrating second language acquisition and
	job skills training
Message-ID: <042220071937.5042.462BB98B000C4B1A000013B22207024553010A0B0B0E0A020E06@comcast.net>

Heide,

Thank you for your informative postings and excellent links.  Be assured that your time and efforts are very much appreciated.

Jane

-------------- Original message -------------- 
From: "Wrigley, Heide" <heide at literacywork.com> 

Hello Barbara and everyone
 
I had a couple of questions off-line about efforts to revive workplace literacy, to link adult ESL and job skills training and to contextualize language learning using task an contexts common to various job clusters (health, advanced manufacturing, sales and service). Barbara can certainly talk more about the Texas Initiative. 
 
There?s quite a bit of interest these days in studies that speak to the issues of work and language education. Although we did not look at workplace literacy or integrated approaches in the What Works study, there are strong indicators from other studies that models that link job skills training with language and literacy development have stronger outcomes (in terms of retention and transition, job placement and earnings), than other approaches.  
 
If you?d like to know more, here are a couple of links to a report that I did with Julie Strawn and others for the Center for Law and Social Policy.  
 
Full Report: 
 
http://www.clasp.org/publications/LEP_report.pdf
 
Policy Brief: 
http://www.clasp.org/publications/LEP_brief.pdf
 
Other papers are currently being commissioned that address models for linking adult ESL with employment, including a paper for NIFL on issues in preparing immigrants interested in careers in Allied Health (Crandall, Wrigley and Goldberg) and a report commissioned by Public Private Ventures on promising approaches to help immigrants with limited proficiency in English move into jobs that pay a living wage and can sustain a family. 
 
For those of you interested in studies that examine these issues, resources are available: The Migration Policy Institute?s Center on Immigrant Integration Policy has a number of papers and reports listed on their site: 
 
http://www.migrationinformation.org/integration/
 
Should employment and training be the only goals of adult ESL? Certainly not! 
 
But since millions of people are here in the U.S. to make a living and need language, literacy, and job skills for employment that helps them move out of poverty, it?s worth thinking about models and approaches that are likely to make a difference. 
 
More on these topics from an international perspective ? I just got a long and thoughtful note from Susan Reid in New Zealand who knows of such things. 
 
Cheers 
Heide
 
 
 
 
 

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Barbara Tondre
Sent: Monday, April 16, 2007 9:33 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 297] Re: Authentic materials
 
Hello from Texas!  I have been following the discussion.  It's always good to hear from Heide and Larry as well as fellow practitioners from beyond...
 
Janet touched upon something that is so fundamental to this discussion, and that is the basic preparation of ESL instructors.  Here in Texas, we have been fortunate to have Heide work closely with us for a number of years in an effort to build a foundation of knowledge among our very part time AE instructors. 
 
Unfortunately, because of the overwhelming demand, AE often finds it necessary to make ESL instruction assignments to those who are still struggling to get a firm grasp on adult learning theory and the principles of second language learning. In my work with Texas LEARNS and its response to a legislative mandate that AE provide work-related ESL instruction, I am constantly reminded that our efforts rest on a rather shaky foundation.  
 
Preparing program administrators and instructional staff to respond to the work-related needs of adult English language learners - and to maintain a balance between language learning and workforce skills development - is quite a challenge. So I have to ask:  are there efforts out there that require (or strongly encourage) administrators to guide their instructors through a series of PD activities that help them incrementally develop expertise vs. merely fulfill the annual PD requirement?  The Texas Teacher Credential project is a model for this kind of professional development, but it seems we need a multi-faceted tactical approach to move forward.  
 
Just wondering out loud...
 
Barbara Tondre-El Zorkani
Texas LEARNS
  
 
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From: "Wrigley, Heide" <heide at literacywork.com>
Subject: [SpecialTopics 320] Re: integrating second language acquisition and
	job skills training
Date: Sun, 22 Apr 2007 19:10:39 +0000
Size: 791
Url: http://www.nifl.gov/pipermail/specialtopics/attachments/20070422/48ace53c/attachment.mht 

From djrosen at comcast.net  Sun Apr 22 22:00:31 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sun, 22 Apr 2007 22:00:31 -0400
Subject: [SpecialTopics 323] What Works ESL/ESOL Study Discussion Concluding
Message-ID: <A16FED2C-9A24-431F-9395-E9C481320D10@comcast.net>

Colleagues,

I want to thank Heide Spruck Wrigley, Larry Condelli, and everyone  
who contributed to the rich discussion of the What Works for Adult  
ESL Students study.  This discussion is now over. In the next few  
days I will archive it on the ALE Wiki and post an announcement here  
when it is available.

In the upcoming weeks we will have discussions on:
+ Community Literacy
+ Numeracy
+ Defining Professional Wisdom
+ Research on the GED

and possibly other topics.  You are welcome to stay subscribed for  
those discussions.  However, if you wish to unsubscribe, you may do  
so by going to:

http://www.nifl.gov/mailman/listinfo/specialtopics#unsub

If you have comments about this or other special topics discussions,  
or suggestions, please send them to me at djrosen at comcast.net

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From missythird at gmail.com  Sun Apr 22 22:42:21 2007
From: missythird at gmail.com (missy slaathaug)
Date: Sun, 22 Apr 2007 21:42:21 -0500
Subject: [SpecialTopics 324] Re: giving students a chance to think
	aboutwriting and play with language
In-Reply-To: <BAY132-F193A3E4475325D86736DC8B5F0@phx.gbl>
References: <FC296284F724334392D3C7D22CC4F22119EB9F@ntxbeus09.exchange.xchg>
	<BAY132-F193A3E4475325D86736DC8B5F0@phx.gbl>
Message-ID: <bf7f69fb0704221942p500ece18v435f9ded9f82e59b@mail.gmail.com>

Ellen, I taught reading/writing in SD Women's prison for about a year, and I
can really relate to your comments - they make a lot of sense, and I wish I
had read this email before I started my teaching.  I also had students who
started out from the outset claiming that they "hated to read" and "do we
have to read in this class?"  For me to get them motivated to write or read,
it seemed to be all about creating an atmosphere of trust, so that they
dared to take risks, and also somehow responding to their questions and
conversations so that their curiosity was validated.  They needed to talk a
lot before they started having anything to say, so to speak.

(sorry if my comments are off topic!)

Missy Slaathaug
Pierre

On 4/11/07, Ellen Berg <iceberg900 at hotmail.com> wrote:
>
> Heidi - I'm a volunteer that teaches GED in a correctional setting - I get
> the students starting to write from the very start (right at the intake).  I
> am not a trained professional in this field but seem to have success with
> getting the students to write.  I get ones who "hate it" or "I can't do
> it" from the onset but enjoy it, and succeed at writing a somewhat
> interesting paragraph, at the end.  I mostly emplore them to write about
> themselves using a particular issue.  I spend a lot of time talking with
> them, provoking thought about different issues, how the issue might apply to
> them or their family or their friends.  Once I get them comfortable in the
> talking stage, I then have them start to put the words to paper and show
> them simple things to do to improve on what it is they are trying to say.  I
> could go on and on but I think you catch the drift.  With a student from
> Africa who did not understand American culture, and especially black
> American culture, we had to spend a lot of time explaining idioms,
> euphemisms & colloquialisms.
>
> I guess my main point is, it seems that I have to do a lot of work on the
> verbal end before they master the writing part.  Once they start
> putting their thoughts on paper then we slowly start to work on structure (I
> even have to work on pennmanship for what is the point of writing if no one
> can read it).  The important thing for me is to keep feeding back what it is
> that they have written and seeing if I am interpreting according to what
> they meant to say and keeping working forward from this point.  In my
> experience, teaching them structure from the onset does not seem to work.
> It seems to be a relationship thing  but mostly verbalizing everything seems
> key to their engagement and participation.
>
> By the way - I usually participate in your forums from a distance (reading
> only to pick up thoughts, ideas and tips).  I actually don't feel qualified
> to participate at the level that all of you participate.  I hope my thoughts
> have made a difference.
>
> *Ellen Berg
> Customized Business Services, LLC
> POB 214
> Washington VA 22747-0214
> 540-827-4498 (INet Phone) *
> *540-987-8248 (Home Phone)*
>
> Be kinder than necessary. Because everyone you meet is fighting some kind
> of battle.
> Please be aware that *e-mail is NOT* *a secured communication vehicle*,
> and that others may in certain circumstances be able to view its contents.
> As a result, while we are happy to provide this information by e-mail, we do
> *NOT* conduct actual business transactions by e-mail. Please contact the
> sender directly if you have any concerns about this message.
>
> This communication is a *confidential and proprietary *business
> communication. It is intended solely for the use of the designated
> recipient(s). If this communication is received in error, please contact the
> sender and delete this communication.
>
> ------------------------------
> From: *"Wrigley, Heide" <heide at literacywork.com>*
> Reply-To: *specialtopics at nifl.gov*
> To: *<specialtopics at nifl.gov>*
> Subject: *[SpecialTopics 274] Re: giving students a chance to think
> aboutwriting and play with language*
> Date: *Tue, 10 Apr 2007 19:50:29 -0400*
>
>  Hi, Elsa
>
>
>
> That makes total sense to me ? to explore different ways of telling the
> story (orally, in L1, through pictures) before committing oneself to
> writing.  I think, as a rule, we give way too little time to preparation
> when we ask students to write.  Most of us tend to write much richer
> pieces when we have been given a chance to think things through, talk with
> others about it, and have a good idea of what a final product might look
> like.
>
>
>
> As ESL teachers we often see writing preparation and sharing models as
> stifling students' creativity, but it is really difficult to be creative in
> a language you don't yet understand. If we don't show students what we mean
> by vivid language and voice and, how will they develop the kind of writing
> that engages a reader?  We cannot wait, I think, until we get to a GED
> class to talk about the power of writing and how to create powerful writing.
>  Why not start early on with simple poetry, rather than with those deadly
> little formulaic paragraphs we often see.
>
>
>
> One time I saw a very short piece written by a student that used the basic
> structure of "my name is? I am from?" but at the end of her paragraph, she
> wrote "that's all!"  and that little phrase allowed her to come through as
> a person who could have fun with writing.
>
>
>
> More on grammar and study findings in the morning. Keep your questions and
> comments coming
>
>
>
> Heide
>
>
>
>
>
>
>
>
>  ------------------------------
>
> *From:* specialtopics-bounces at nifl.gov [mailto:
> specialtopics-bounces at nifl.gov] *On Behalf Of *Elsa Auerbach
> *Sent:* Tuesday, April 10, 2007 6:46 AM
> *To:* specialtopics at nifl.gov
> *Subject:* [SpecialTopics 269] Re: judicious use of the native language -
> Part 3 - translation and writing in L1
>
>
>
> A little anecdotal evidence here: I remember Paulo Freire once telling a
> story about his daughter's teaching (I'm not totally sure I'm getting this
> right).  She found that if students are allowed to write in their first
> language first (to develop their ideas, to figure out what they think, to
> write their way towards understanding) and THEN write in the second language
> (without translating, but having already explored their ideas), their L2
> writing was much richer and more developed than texts written 'cold' in
> their L2.  This implies NOT translating, but using L1 almost as a way in to
> L2 writing. Elsa
>
>
> On 4/9/07 10:34 PM, "Wrigley, Heide" <heide at literacywork.com> wrote:
>
> Although the study did not address issues of having students write in L1
> and then translate, here are a couple of thoughts (mine only)
>
> Translation has long been used in other countries to build language
> skills. Since the advent of the communicative approach to language teaching
> it has become out of favor. Translation workshops where students take work
> that they have created or other texts written in L1 and then render them in
> English can be an excellent way to build language awareness and put language
> skills to use. Promising are approaches that engage students in translating
> brochures or other texts for a real audience, such as offering to translate
> a menu for a restaurant or a brochure for a local business.  "Backward
> translations" are a must in these cases.
>
> Workshops focused on translation are most appropriate for intermediate
> levels on up where students have the English skills necessary to translate
> more complex concepts and sophisticated language.
>
> I'm reluctant to endorse having students write in the native language and
> then translate in beginning literacy classes ? at that level, students tend
> to think that there is a one to one relationship between L1 words, phrases
> and structures and their L2 equivalents, and the translations tend to be
> both awkward and highly ungrammatical.  In addition, we don't want students
> to overly rely on translation but move them toward thinking in the target
> language.
>
> You do, however, make a very good point in terms of helping students to
> organize their ideas and think about what they want to say before asking
> them to write in English. This can be done in a number of ways. Here are
> some tips for teachers:
>
>
>    1. Introduce writing by using oral language first. Help students to
>    compose the text orally, whether it is a story, a description, or a process.
>    Make sure students have the language they need.
>    2. Connect oral language with writing through models such as the
>    Language Experience Approach where the connections are obvious since
>    students talk, read and write together as a group
>    3. Model what you want students to do in writing by giving an oral
>    example (if you do it in writing, your students tend to copy what you said)
>    4. Dictate a few sentences that model what you want students to
>    write that way they get practice in putting pen to paper without having to
>    compose something from scratch (some may still copy but that's also writing
>    practice and they may not be ready to write on their own)
>    5. *Allow students to think about and talk about their ideas in L1
>    or L2* before you ask them to write. ? that process activates
>    background knowledge and facilitates the composing process.  In the
>    beginning levels, let students know what they will be writing about over the
>    next few days ? that's not cheating, that's giving your students a fighting
>    chance
>    6. Invite students to draw a picture as a starting point, again
>    giving them a chance to compose a story mentally before engaging in combat
>    with vocabulary, grammar and spelling. Students can create a snapshot of a
>    scene, create a strip story a la Chalk Talks, or  draw an item, for example.
>
>
>
> It's late ? back to the study tomorrow
>
> Heide
>
>
>  ------------------------------
>
> *From:* specialtopics-bounces at nifl.gov [
> mailto:specialtopics-bounces at nifl.gov] <specialtopics-bounces at nifl.gov%5D>
> *On Behalf Of *Cameron Eileen
> *Sent:* Friday, April 06, 2007 12:40 AM
> *To:* specialtopics at nifl.gov
> *Subject:* [SpecialTopics 260] Three Questions Regarding Research Articles
> andRelated Topics in ESOL Instruction
>
>
> 1. In the article "National Center for the Study of Adult Learning and
> Literacy: A Conversation With FOB... What Works for Adult ESL Students," it
> states that ESL students are better able to learn and understand English
> when the teacher or instructor of ESL is bilingual, in which case, the
> instructor can speak the students' native language or languages in order to
> clarify the students' understanding to further construct meaning.  This
> statement is also made in the article "Real World Research: Combining
> Qualitative and Quantitative Research for Adult ESL." However, if a teacher
> or instructor is not bilingual, and they want to improve ESL students'
> written proficiency levels, should the instructor who is fluent only in
> English be encouraged to permit his or her ESL students to first write an
> essay or paragraph, depending upon the written assignment, within the
> student's own native language and then work closely with the student to
> translate that writing into English?  Is this a recommended form of
> instruction?  For one thing, allowing ESL students to write within their
> native languages helps the instructor familiarize themselves with languages
> that may be foreign to them.  This can also help the student translate and
> interpret their own native language and correspond their thoughts and ideas
> within a contextualized English language.  This can permit ESL students to
> demonstrate writing that displays clearer contextualized meanings.  It also
> allows ESL students to demonstrate a complexity of thoughts and ideas as
> well as express critical, analytical thinking skills within written English,
> especially those ESL students who struggle with written English in terms of
> writing incoherent sentences or clauses, or students who write mere phrases
> or simple sentences with incorrect word choice and improper use of grammar.
>  The article, "Real World Research," states "English learners who, for
> example, have good higher order reading strategies in their own language
> cannot call on those strategies to help them understand English texts until
> their understanding of English vocabulary and syntax are good enough to
> understand basic sentences and expressions."  Can this same principle be
> applied to ESL students' written English?
>
>
>
> 2. The article "Real World Research: Combining Qualitative and
> Quantitative Research for Adult ESL" briefly refers to the codings of a
> running record.  A running record that is incorporated in the teaching of
> standard American English and literacy within elementary schools in this
> country is used in a way that teachers can determine a student's reading
> abilities and potentialities through close observation of a student's
> reading processes.  Before a running record can be implemented, the teacher
> or instructor first must decipher the probable reading level of a particular
> student.  For instance, the teacher must select a book that the student will
> easily be able to read along with selecting two other books that may be more
> challenging to this same student. Students must read 50 words within each of
> the three books.  To correspond the running record in accordance with the
> student's reading, the teacher must listen closely and observe, paying
> strict attention to the student's substitution or replacement of words,
> repetition of words, omission of words, pronunciation and/or
> mispronunciation of words, and number of self-corrections the student makes
> during their reading.  Once the student is finished reading 50 words within
> all three selected books, the teacher must add up all of the student's
> errors.  The book in which the student made no less than five errors is
> selected for appropriate reading in terms of a substantiated reading level
> since it presents more of a challenge.  However, a book in which a student
> makes more than five errors is considered too difficult for the student to
> read or comprehend.  I brought this up because in a standard English or
> literacy class in grades K-12, a student can be placed within a specific
> reading level or group and is given reading material in accordance with that
> particular reading or grade level, as it pertains to a balanced literacy
> model in adherence with the curricular standards of a running record.
>  Students are given reading material that is slightly more challenging in
> order to assist these students in mastering the English language.  Once
> students have mastered the English language and have acquired appropriate
> English reading skills, they will be able to read books that are several
> reading or grade levels above their current reading performance level.  Can
> a running record such as the one I have previousy described be applied
> within an adult literacy program for ESL students?  Instead of using grocery
> store fliers, electricity bills, and immigration documents, can literature
> be incorporated in an adult literacy program for ESL students?
>
>
>
> 3. In the research study discussed in the article "Instruction, Language,
> and Literacy: What Works Study for Adult ESL Literacy Students, the BEST
> Oral Interview was incorporated in measuring listening comprehension,
> communication, and fluency.  In the footnote of that same research study, it
> states that the BEST Oral Interview also includes measures of pronunciation
> and a reading and writing score which were not used in the study.  I would
> actually like to know more about those measures of pronunciation, reading,
> and writing, and how they are assessed in determining a student's perfomance
> level.  Recently, I completed a training session for both print-based and
> the computer-adaptive BEST PLUS software program which measures the same
> items that were measured in the research study 1)listening comprehension, 2)
> language complexity or fluency, and 3) communication.  When I completed the
> training session in BEST PLUS there was no mention of scoring for
> pronunciation, reading, or writing.  Also, I wanted to know if these
> measurements had been included in your research study, would it have any
> effect on the students' performance levels quantitatively? Also would it
> have any statistical significance whatsoever in this particular research
> study if these variables had been taken into consideration when the BEST
> Oral Interview was administered?
>
>  ------------------------------
>
> Need Mail bonding?
> Go to the Yahoo! Mail Q&A
> <http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTEwOARfcwMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&amp;sid=396546091><http://answers.yahoo.com/dir/index;_ylc=X3oDMTFvbGNhMGE3BF9TAzM5NjU0NTEwOARfcwMzOTY1NDUxMDMEc2VjA21haWxfdGFnbGluZQRzbGsDbWFpbF90YWcx?link=ask&sid=396546091> for great tips from Yahoo! Answers
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>  ------------------------------
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
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From jhartel at CambridgeMA.GOV  Mon Apr 23 09:21:31 2007
From: jhartel at CambridgeMA.GOV (Hartel, Joanne)
Date: Mon, 23 Apr 2007 09:21:31 -0400
Subject: [SpecialTopics 325] Re: [Special Topics] authentic materials forlow
	literate adult ESL learners - document literacy
Message-ID: <42393C9DA7930245AB540667607F4F5049D8C3@spike.city>

Thank you very much.  I'm happy to know that we actually do use some of the materials you describe in our classes. We should do more.  The reading development stages and the video were especially helpful. 
-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]On Behalf Of Wrigley, Heide
Sent: Thursday, April 12, 2007 7:27 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 285] Re: [Special Topics] authentic materials forlow literate adult ESL learners - document literacy

Hi, Joanne and others 
 
As many of you know by now, one of the major findings of the What Works Study was that a set of instructional strategies we clustered under the heading of "Bringing in the Outside" made a significant difference in learner outcomes. 
 
This finding is consistent with other research (Sticht, Purcell-Gates) that points to the importance of keeping adult language and literacy connected to the language and literacy tasks that students encounter in their daily lives (in the community; at work; in training). 
 
It is indeed difficult to find authentic materials that are accessible to first level learners, especially if you are looking for "connected text" (written pieces that use paragraphs as part of prose literacy). Examples of document literacy, particularly environmental print, are much easier to find and they provide a great many opportunities to develop sight words, read for meaning, skim and scan for specific information, compare and contrast various texts and develop critical literacy (do we really think that this medicine will flush out fat and make us slim and thin?)- 
 
Here is a listing that provides a great starting point (more on connected text later) 
 
1. Authentic real life products that students can identify and talk about (what is it? Where do you find it? What is it for? Do you like it?) - these can include cans of food from the store, soft drink cans, fast food bags or wrappers; toothpaste tubes, aspirin bottles. Students can work in groups to discuss and categories or fill in charts - it's a great starting point for low level learners. If you want to see how these materials can be used as part of an assessment, go to www.clese.org <http://www.clese.org/>  and click on "Reading Demonstration" and you'll see me work with Bessima, a woman from Bosnia who is a refugee who had never had the opportunity to go to school. 
 
If you work with learners who don't have much experience with reading and writing in their own language, real materials (products, not just pictures) make a lot of sense as a starting point. 
 
You then can move on to using print that students often see and are probably interested in and that contains lots of picture support. 
 
2. Grocery flyers, Sunday paper inserts, Home Depot ads and catalogues (tools, gear; department store) 
 
 
3. Then you may want to move to environmental print that has some pictures (just because it's not as intimidating as print alone)
Ads are great (you can have students design their own); TV schedules; magazine articles ("How to" are sometimes accessible but you may want to just start with the headings and pictures); brochures
 
4. Next comes environmental print that does not have visual support but still reflects every day tasks. These might include: 
Lottery tickets; Penny Saver type ads; simple medicine labels, simple maps; utility bills; yard sale announcements; street signs; signs in and around the airport, etc;  
 
Basic reading development tends to move through the following stages
*        from recognition of common products and labels as a whole (how else would anyone manage to shop)
*        to being able to recognize a word when the product name appears clearly in a photograph with the logo prominent
*        to being able to read the word in question on a piece of paper when visual support is not there  (e.g., if Coca Cola or Crest is written on a drawing of a can and toothpaste
*        to being able to manipulate words (which word says "coca" which word says "cola"), 
*        to being able to manipulate the string of letters the word represents (if we take out the "c" in cola - what word is left?) 
*        to being able to decode simple words (Cola and Lola; Mac and pack) 
 
You can then, of course, use the products you've worked with, and categorize them into sound patterns so that you don't have to do decontextualized phonics work, but can keep going back to real words that students recognize as you introduce new words that follow the same pattern. The beauty here is that you can use real products that the students know about and use at home (they can copy the labels at home and bring them in and do various forms of Word Sorts). We don't see these types of activities in textbooks, since publishers, for good reason, don't use real products. 
 
By the way, even when doing phonics and decoding work with low level learners, I would still continue with recognitions and comprehension work around real things (including newspaper headlines or magazine articles on common topics), since comprehension is where the rubber hits the road in reading. 
 
More on connected text later - and I apologize Joanne if your learners are at much higher levels of proficiency than what is indicated here 
 
All the best 
 
Soon more 
 
 
 
 
 
 
 
-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Hartel, Joanne
Sent: Wednesday, April 11, 2007 12:49 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 278] [Special Topics] What Works Study for Adult ESLLiteracy Students
 
I work at a a community-based adult education program.  We run two levels of ESL literacy classes, one for beginning speakers who may not be literate in their native languages or in English (although some in this level can read and write in a non-Roman alphabet.)  The other literacy class is for students who know the alphabet and can read very simple text. Both classes work with written material that is controlled for useful, every day vocabulary, length of sentences, and grammar.  In both levels, it is typical for students to be  better at reading than at writing.  We use a combination of a structured approach, including phonics, and more traditional ESL approaches that include listening and speaking activities. The students come from many different countries, including Haiti, Eritrea, Ethiopia, Nepal, and some Central American countries. I have two questions: 
 
1. I don't know of any standardized reading assessments for low level ESOL students.  I think the Woodcock-Johnson Basic Reading Skills Tests were developed for native speakers of English.  Was the comprehension subtest controlled for vocabulary that would be unfamiliar to someone who is a beginning speaker? In my experience teaching ESL literacy, ESOL students do not do well with nonsense words because they can't relate or get any meaning from them.  Also it is difficult for the test administrator to judge correct pronunciation of words and separate out issues due to second language interference.
 
2. I've always had difficulty using authentic materials with beginning literacy students.  Can you suggest ways to use them without simplifying them so much that they don't resemble the real thing? 
 
Thanks for all of your work.  I think this will be very useful to the field. 
-------------------------------
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From btondre at earthlink.net  Mon Apr 23 17:32:11 2007
From: btondre at earthlink.net (Barbara Tondre)
Date: Mon, 23 Apr 2007 16:32:11 -0500
Subject: [SpecialTopics 326] Re: integrating second language acquisition
	andjob skills training
In-Reply-To: <042220071937.5042.462BB98B000C4B1A000013B22207024553010A0B0B0E0A020E06@comcast.net>
References: <042220071937.5042.462BB98B000C4B1A000013B22207024553010A0B0B0E0A020E06@comcast.net>
Message-ID: <004b01c785ee$daa7d010$6601a8c0@Bobbie>

Anyone interested in learning more about the Texas initiative may contact me
at btondre at earthlink.net.  Also, the study we did in preparing to respond to
the legislation requiring AE in Texas to address industry-related
instructional needs can be found at http://www-tcall.tamu.edu
<http://www-tcall.tamu.edu/>  by clicking on Workforce Partnerships and then
scrolling down to Charting A Course.  Barbara Tondre

 

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From heide at literacywork.com  Mon Apr 23 18:22:01 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Mon, 23 Apr 2007 18:22:01 -0400
Subject: [SpecialTopics 327] Re: PD and employment related ESL
In-Reply-To: <14794889A1E3AF419042F64CC5425A1E3EA840@secure.workbase.org.nz>
Message-ID: <FC296284F724334392D3C7D22CC4F221278ADD@ntxbeus09.exchange.xchg>

Wow. Susan! 
 
I'm sorry it took me a bit to respond (but I did post your note - which
somehow didn't show up on its own) 
 
Thanks so much for taking the time to lay things out and describe what's
going on in places other than the U.S. - and the links are invaluable.
I've already forwarded this page to a number of people beyond the list
who are dealing with workplace literacy, and perhaps it will get Paul
Jurmo energized as well. 
 
I very much appreciate your contribution and I'm sure others do as well 
 
Heide
 
 
 
________________________________

From: Susan Reid [mailto:sreid at workbase.org.nz] 
Sent: Saturday, April 21, 2007 6:40 PM
To: Wrigley, Heide; specialtopics at nifl.gov
Cc: ibailey at nala.ie; Jodi Crandall
Subject: RE: [SpecialTopics 297] Re: PD and employment related ESL 
 
Hi Heide 
 
At the end of your post you talk about PD options for those who want to
integrate literacy numeracy and language skill development into
vocational or workforce or other forms of training. 
 
Australia has a long history of intergrated literacy training ( started
in the mid 90s) and it has over the last few years been picked up in the
UK under the title 'embedded literacy' mainly as a method to increase
reach and scale. 
 
In New Zealand this has for some years been recognition that low levels
of literacy numeracy and language skills are not going to attended to
just by specialist literacy practitioners. So last year a new
qualification was developed for tutors ( in NZ this is not used just for
volunteers as it is in the US) who are delivering vocational courses or
industry training courses or workplace training programmes ( not
literacy but focussed on specific workplace skills). 
http://www.nzqa.govt.nz/nqfdocs/quals/doc/1253.doc
The main part of the qualifcation is  what we call a unit standard (
competency standard) called 21204 . 
http://www.nzqa.govt.nz/nqfdocs/units/doc/21204.doc
 
The critical aspect of integrated literacy is the concurrent development
of the two sets of skills together. The literacy skills that are to be
developed are defined by the context of the vocational course and are
therefore confined by that context. There needs to be sufficient
teaching time and acts of teaching so that literacy can be integrated
into the other course. 
 
There are a number of models for delivering integrated literacy - one is
team teaching where there are two tutors in the room - the literacy
teacher and the vocational teacher. This is a resource hungry model and
often depends on additional funding which may not be sustainable. 
 
Unit Standard 21204 is based on another model - that vocational teachers
themselves can be trained to develop their learners' literacy skills to
a certain level. Teachers are not expected to develop the skills of
someone who is at a very low level - people with low level skills need a
specialist literacy tutor but we believe that vocational tutors can make
a difference to learners' literacy skills.  
 
At Workbase we have started to deliver this National Certificate  this
year. I am currently working with a group of teachers who train students
who are acquiring skills and qualifications in dairy farming. The
literacy skills of the students of  these vocational teachers range from
those who can easily cope with the literacy demands of the job and their
vocational course to students who are really struggling. These
vocational teachers are finding that a lot of actiivities they are
currently using in their teaching can easily be used to teach and
develop literacy skills - in some cases it is just a question of making
it all explicit. 
 
In the UK they have tended to focus on the team teaching model. They
have also invested millions of pounds in developing really excellent
'embedded learning materials'  for awhole range of occupations see
 
http://www.dfes.gov.uk/readwriteplus/embeddedlearning/cfbtgeneralinfo.cf
m
 
You a re right too that NALA in Ireland has done some really good work
on integrated literacy - they developed a really useful guide about the
systems and processes needed to set up an integrated programme 
http://www.nala.ie/publications/listing/20020628161601.html
 
with NALA's permission we adapted their guidelines for the NZ context (
particularly the pre employment context) 
http://www.workbase.org.nz/Document.aspx?Doc=Integratingliteracyintoothe
rcourses.pdf
 
 
If people are interested we have what we believe is the largest
collection of international online resources about integrated/embedded
literacy on the New Zealand Literacy Portal 
www.nzliteracyportal.org.nz
just type integrated or embedded into the search function - otherwise
you can just type in 21204
 
if there is something else you know about that isn't on the portal
please let use know 
 
Kind regards Susan Reid 
Manager Learning and Development 
Workbase the New Zealand Centre for Workforce Lireracy Development 
www.workbase.org.nz
 
________________________________________________________________________
_______________________________________________________
 
 
 
 
Hi, Barbara and others 
 
Good questions about PD and how to help teachers acquire the foundation
skills needed in teaching adult learners new to English. (I think
understanding how second language acquisition works and understanding
second language reading and literacy are good starting points). And
introducing teachers to tasks and texts that serve multiple purposes and
allow for deeper understanding of language and life seems a good way to
go ("less teaching and more learning" was the title that Susan Gaer gave
to one of her articles on project-based learning and was kind enough to
let me use for some of my work)
 
Unfortunately, I don't know what various states are doing in PD around
adult ESL though I very much like the model of the ongoing staff
development through Academies and Institutes that the Texas GREAT
Centers are adopting. The limitations of the conference model that
focuses on the one shot workshop has certainly been demonstrated through
research. 
 
Jodi Crandall (on the list but in Korea at the moment) is working on a
project that examines the various PD models that states in the U.S. use,
and she should have more information in a few months. 
 
In terms of PD that focuses on the development of language skills in the
context of work or on the integration of jobs skills on the one hand and
language and literacy skills on the other, I keep hearing renewed
interest in these models from foundations, government agencies, and
other institutions. Various new reports have been published or are under
development. To what extent this interest is translating into workshops
or seminars for teachers is difficult to say and too early to tell,
perhaps. 
 
But some of the rest of you might know more, and it would be great to
hear what is happening in other countries in that respect. Australia or
New Zealand, perhaps? Ireland? 
 
Heide
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Barbara Tondre
Sent: Monday, April 16, 2007 9:33 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 297] Re: Authentic materials
 
Hello from Texas!  I have been following the discussion.  It's always
good to hear from Heide and Larry as well as fellow practitioners from
beyond...
 
Janet touched upon something that is so fundamental to this discussion,
and that is the basic preparation of ESL instructors.  Here in Texas, we
have been fortunate to have Heide work closely with us for a number of
years in an effort to build a foundation of knowledge among our very
part time AE instructors. 
 
Unfortunately, because of the overwhelming demand, AE often finds it
necessary to make ESL instruction assignments to those who are still
struggling to get a firm grasp on adult learning theory and the
principles of second language learning. In my work with Texas LEARNS and
its response to a legislative mandate that AE provide work-related ESL
instruction, I am constantly reminded that our efforts rest on a rather
shaky foundation.  
 
Preparing program administrators and instructional staff to respond to
the work-related needs of adult English language learners - and to
maintain a balance between language learning and workforce skills
development - is quite a challenge. So I have to ask:  are there efforts
out there that require (or strongly encourage) administrators to guide
their instructors through a series of PD activities that help them
incrementally develop expertise vs. merely fulfill the annual PD
requirement?  The Texas Teacher Credential project is a model for this
kind of professional development, but it seems we need a multi-faceted
tactical approach to move forward.  
 
Just wondering out loud...
 
Barbara Tondre-El Zorkani
Texas LEARNS
  
 
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From djrosen at comcast.net  Fri Apr 27 09:34:54 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 27 Apr 2007 09:34:54 -0400
Subject: [SpecialTopics 328] Continuation of What Works ESL/ESOL Study on
	ELL discussion list
Message-ID: <4631FBFE.8070704@comcast.net>

Dear colleagues,

A couple of posts reached the Special Topics discussion list after the 
What Works ESL Study discussion was closed, so they were not posted.  
The moderator of the The Adult English Language Learners Discussion 
List, Lynda Terrill, has agreed that our discussion could continue on 
that list.  Heide Wrigley has agreed to join that discussion list.   To 
subscribe to that discussion, please go to 
http://www.nifl.gov/mailman/listinfo/Englishlanguage

I will post a message here in a few days when the Archived discussion is 
available on the Adult Literacy Education Wiki.  It is available now in 
the National Institute Discussion List Archives at
http://www.nifl.gov/pipermail/specialtopics/2007/date.html

Sincerely,

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From djrosen at comcast.net  Tue May  8 07:50:54 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 8 May 2007 07:50:54 -0400
Subject: [SpecialTopics 329] What Works for Adult ESL Students discussion
	now archived
Message-ID: <806BC299-13A6-41E9-AE6C-D2BA10B417F7@comcast.net>

Colleagues,

The discussion of the "What Works for Adult ESL Students" study,  
recently held on the Special Topics discussion list, is now archived  
on the Adult Literacy Education ALE) Wiki at

http://wiki.literacytent.org/index.php/What_Works_for_Adult_ESL_Students

David J. Rosen
National Institute for Literacy Special Topics Discussion List Moderator
djrosen at comcast.net

From djrosen at comcast.net  Sat Jun 16 22:50:43 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 16 Jun 2007 22:50:43 -0400
Subject: [SpecialTopics 330] Special Topics Discussion: Community Literacy.
	June 25-29
Message-ID: <4674A183.5000705@comcast.net>

Special Topics Discussion List Colleagues,

We will hold a discussion about community literacy on the National 
Institute for Literacy Special Topics discussion list during the week of 
June 25 -29.  Our guests for this discussion will include, among others: 
Margaret Doughty, Carl Guerriere, Petrice Sams- Abiodun, Darlene 
Kostrub, Jeff Carter, and Kathy Chernus.

We will discuss:

    * what community adult and family literacy means
    * what the community literacy purposes and goals are
    * why community literacy is important
    * who key community literacy stakeholders are
    * examples of community literacy coalitions
    * incentives and strategies for strengthening community literacy
    * how to measure the health, outcomes and impact of community literacy
    * the effect of community literacy on a community
    * what we know about community literacy from research
    * what the relationship is of community literacy to workforce
      literacy, workforce development, and transition to higher education
    * the role of technology in community literacy
    * what resources are needed for effective community literacy
      collaboration
    * how literacy organizations can work together to make literacy a
      top community priority

and more.

Please forward this message to colleagues who may be interested.  Below 
are directions for subscribing.

To subscribe to the Special Topics Discussion List, go to

http://www.nifl.gov/mailman/listinfo/specialtopics

(After registering, you will be sent an email.  You must reply to the 
email immediately to be subscribed.)

You may unsubscribe, after this discussion, or remain subscribed to see 
if you are interested in the next discussion.  Between these specific, 
topic-oriented discussions, you will not receive messages from the list.

I look forward to your joining us in this discussion.

David J. Rosen

Special Topics Discussion List Moderator

djrosen at comcast.net

From djrosen at comcast.net  Tue Jun 19 09:39:11 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 19 Jun 2007 09:39:11 -0400
Subject: [SpecialTopics 331] Community Literacy Discussion Preparation:
	Background Reading, Guests, Questions
Message-ID: <A3B1EA01-4A75-42A6-AA07-3263278B384A@comcast.net>

Dear Special Topics Discussion Colleagues,

Our discussion on adult and family community literacy begins next  
Monday, June 25th.  We have several guests with a great deal of  
experience in this area and whose short biographies are below.  I  
have also listed below some of the questions we will ask our guests.  
Please add your own questions by sending a message to  
specialtopics at nifl.gov Questions, comments and discussion will be  
posted beginning on Monday, June 25th, and will continue to be posted  
through Friday, June 29th

Background Reading

1. Presentations from the National Institute for Literacy Community  
Literacy Summit held in Washington, D.C. on March 19, 2007 http:// 
www.nifl.gov/nifl/community/communityliteracy.html

2. The Community Partnership for Adult Learning (C-PAL) Web site
www.c-pal.net, specifically http://www.c-pal.net/profiles/index.html  
and http://www.c-pal.net/profiles/index.html. The C-PAL Toolbox  
contains a wide-range of resources that address community-based adult  
literacy and is available through the Home page, http://www.c-pal.net/ 
index.html. The sections include: creating communities; curriculum  
and instruction (adult basic education/literacy, high school  
credential programs, English literacy, family literacy, youth in  
adult literacy, correctional education, and learning disabilities);  
professional development; workforce development; technology; program  
management (it covers topics such as funding and grant writing,  
program evaluation, recruitment and retention, volunteerism); and  
more resources. (It includes information on the general state of  
adult literacy and adult education.)

The Creating Communities Toolbox Section, http://www.cpal.net/build/ 
communities/index.asp, features ?how-to's,? research, journals, and  
Web sites that address how to build and sustain community  
partnerships.  These resources are also organized by type of partner,  
e.g., businesses, community organizations, and government.
C-PAL?s Building Effective Partnerships Self-Assessment Tool,  
available at http://www.c-pal.net/assessment/index.html, is an online  
tool designed to help community organizations evaluate their adult  
education partnerships.  The indicators are drawn from the  
partnership research and the study of 12 communities.  After  
completing the self-assessment, users receive a profile of their  
partnerships based upon their responses and are guided to resources  
that may be useful as they build new or strengthen existing  
partnerships.

3. Build Literacy Web Site
Sponsored by the American Library Association and Verizon, the Web  
site ?features information, materials, and resources about how  
libraries, local agencies, and corporate partners work together to  
build stronger community-based literacy partnerships and more  
literate communities.?

Biographies of Guests

Jeff Carter is the Executive Director of D.C. LEARNs, a coalition of  
over 70 mostly community-based organizations that provide literacy  
instruction to children, youth, and adults in Washington, D.C. D.C.  
LEARNs' mission is to lead coalition members in efforts designed to  
strengthen adult, family and children?s literacy services in the  
District and present a strong, unified voice on the importance of  
literacy as an investment in the community. Prior to his appointment  
to this position, Jeff was the Education Technology Director for the  
Literacy Division of World Education. Jeff is a member of the Board  
of Directors of Literacy USA and a member of the District of Columbia  
Mayor's Adult Literacy Council, which is charged with making adult  
literacy policy recommendations to the Mayor and City Council.

Kathy Chernus, Director of Adult Education and Literacy for MPR  
Associates, is the Project Director for the U.S. Department of  
Education, Office of Vocational and Adult Education?s Community  
Partnerships for Adult Learning (C-PAL) initiative. Since 2002, C-PAL  
has been exploring how community partnerships expand and improve  
education for adults and their families.  C-PAL gathers and develops  
resources for adult educators who want to improve the quality of  
adult education through partnerships with other providers, employers,  
government agencies, nonprofits, and workforce development  
organizations.  The C-PAL website, www.c-pal.net, is the primary  
avenue for sharing these resources.  Kathy oversees the research,  
leads the development of the website, conducts site visits to  
promising partnerships, develops partnership profiles, disseminates  
the results, facilitates the work of technical and business advisory  
groups, and develops new tools and resources. In 2003, the C-PAL  
staff visited 12 communities around the country to learn how their  
partnerships have enabled them to better serve adult learners and  
their families. Profiles of these communities and mini-profiles of  
six others are available at: http://www.c-pal.net/profiles/ 
index.html.  Kathy is the co-author of Commitment Comes in All Shapes  
and Sizes, a report summarizing the findings from the study of these  
partnerships.  The report is available at http://www.c-pal.net/ 
profiles/index.html.  Currently, C-PAL is developing an online guide  
for businesses interested in becoming more involved in adult  
education and workforce development.

Margaret Doughty is an international literacy consultant providing  
literacy coalition development services to cities, regions and  
states. She works with local government, foundations, business and  
community organizations to link stakeholder, neighborhoods and  
services together to increase literacy levels through coordinated  
service provision and community collaboration.

A native of the United Kingdom, Margaret has been involved in  
literacy in Africa, the Middle East and the United States, developing  
coalitions, support service learning organizations, facilitating  
regional literacy planning, advocating for system change and raising  
resources.  She serves on the board of TAALC (the literacy coalition  
for Texas), Darla?s School for the Mentally Retarded, and Literacy  
Advance of Houston and works with national literacy organizations on  
community literacy issues, most recently presenting to the NIFL board  
on the need for tracking and accountability for community literacy  
initiatives to demonstrate both short and long term impact.

Carl Guerriere is the founding Executive Director of the Greater  
Hartford Literacy Council, a not-for-profit organization that serves  
as a regional broker and resource to coordinate and enhance literacy  
efforts in the 35-town Metro Hartford region. By providing  
information and a means for its more than 100 partner organizations  
to collaborate, the Literacy Council is a catalyst for action,  
raising the bar for literacy improvement in the region.

Before establishing the Literacy Council, Carl was program  
coordinator of Read to Succeed, a reading clinic for adults with  
reading disabilities.  Carl also served as Reading Center Manager for  
Literacy Volunteers of Greater Hartford, where he moved the program  
from one-on-one tutoring to small group instruction.  Before  
returning to Hartford in 1995, Carl was Associate Director of the  
Center for Urban Education at DePaul University in Chicago.  Carl has  
been a teacher and education administrator in New York City;  
Washington, DC; San Francisco; and Madrid, Spain.

Carl earned a dual Masters Degree in Applied Linguistics and TESOL  
from Columbia University, Teachers College, an English Teaching  
Degree from the Escuela Oficial de Idiomas in Madrid, Spain and a  
Bachelors Degree in Psychology from Trinity College in Hartford,  
Connecticut.

Darlene Kostrub serves as the Executive Director of the Palm Beach  
County Literacy Coalition in Florida.  She has been in this position  
since 1992 and has initiated programs involving adult, children and  
family literacy.  She oversees a Literacy*AmeriCorps project that has  
fifteen members that tutor in 12 community agencies.  She is also the  
director of the Region V Adult Literacy Center providing marketing  
and training for literacy in Palm Beach, Broward, Miami-Dade and  
Monroe Counties.  She is the Vice President for the Florida Literacy  
Coalition and the Vice Chair for the Florida Reach Out and Read  
Program.  As a founding board member and past president of Literacy  
USA, she has been involved in bringing together literacy coalitions  
across the country to share best practices in community literacy.   
The Palm Beach County Literacy Coalition collaborates with over 130  
community literacy organizations as well as business and the media.

Petrice Sams-Abiodun (A-bee-o-dun) is the Executive Director for the  
Lindy Boggs National Center for Community Literacy at Loyola  
University, where she has an opportunity to combine her research and  
social justice agendas to address the issue of adult literacy.  In  
her role as the Director she is examining the broader issue of  
literacy as a vehicle for personal, economic and community  
empowerment.  In an effort to link research with practice she works  
closely with the Literacy Alliance of Greater New Orleans and other  
community and faith-based organizations to eradicate low literacy.   
She is personally committed to using her experience and skills to  
develop a stronger New Orleans and to this end serves on numerous  
advisory boards and committees.

Dr. Sams-Abiodun is a former resident of New Orleans public housing  
and a graduate of New Orleans public schools.  She received a Ph.D.  
in Sociology from Tulane University in 2003.  As a social  
demographer, her goal is to use research for the development and  
liberation of traditionally marginalized and oppressed people.  Her  
research areas include urban poverty and family issues.  Her present  
research focuses on the role and responsibilities of men as fathers,  
family and community members. She has been invited to numerous  
conferences to share her work and is presently working on a book that  
examines strengths as well as the plight of low income African  
American men. Her research contributes to a national agenda that is  
assisting in the rethinking of how we view male attachment in low  
income families, family structure and formation.

Questions we will Discuss

1. What is Community Literacy?

? What does community adult and family literacy mean?

? What are the purposes and goals of community literacy?

? Why is community literacy important?

? Typically, who are the key community literacy stake holders?

2. How are Community Literacy Coalitions Developed and Sustained?

? How do providers approach potential partners (other providers,  
businesses, social services, local government)?

? How do local partnerships generate the financial support they need  
to meet the literacy needs of their communities?

? What resources are needed for effective community literacy  
collaboration?

? How do providers sustain partnerships over the long haul?

? How do community-based literacy efforts survive transitions in  
leadership?

? What are some good examples of community literacy coalitions?

? What are some incentives and strategies for strengthening community  
literacy?

3. How can we measure community literacy outcomes and impact?

? How can we measure the health, outcomes and impact of community  
literacy?

? How do communities document the positive impact they?re having on  
adult education and family literacy, and workforce and economic  
development? What data do they collect and how do they use them to  
show their success?

? How do providers demonstrate to prospective or current business  
partners the return-on-investment businesses want to see as a result  
of their involvement in adult education?

? How can we measure the effect of community literacy on a community?

? Given the increasing pressure to demonstrate outcomes, how do we  
convince funders to support intermediary organizations that foster  
collaborations to address community literacy?

? What do we know about community literacy from research?

4. What is the relationship of community literacy to workforce  
literacy, workforce development, ?healthy communities? initiatives  
and transition to higher education?

? What indicators, for example, have communities developed around  
literacy in thinking about a healthy (or ?sustainable?) community?  
E.g. http://www.rprogress.org/cihb/index.shtml and http:// 
www.communityindicators.net/indicatorefforts.html

5. What is the role of technology in community literacy?

6. How can literacy organizations work together to make literacy a  
top community priority?

David J. Rosen
djrosen at comcast.net

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From djrosen at comcast.net  Fri Jun 22 17:16:46 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 22 Jun 2007 17:16:46 -0400
Subject: [SpecialTopics 332] (Updated) Community Literacy Discussion
	Preparation: Background Reading, Guests, Questions
Message-ID: <6614CDD5-8A9A-442F-B5CF-C894F17D5B57@comcast.net>

Dear Special Topics Discussion Colleagues,

Our discussion on adult and family community literacy begins Monday,  
June 25th.  We have several guests with a great deal of experience in  
this area and whose short biographies are below.  I have also listed  
below many of the questions we will ask our guests. I have updated  
this announcement with additional questions that I have received in  
the last couple of days. Please add your own questions by sending a  
message to specialtopics at nifl.gov  Additional questions, comments and  
discussion will be posted beginning on Monday, June 25th, and will  
continue to be posted through Friday, June 29th

Updated Background Reading

1. Presentations from the National Institute for Literacy Community  
Literacy Summit held in Washington, D.C. on March 19, 2007
http://www.nifl.gov/nifl/community/communityliteracy.html

2. The Community Partnership for Adult Learning (C-PAL) Web site
http://www.c-pal.net , specifically
http://www.c-pal.net/profiles/index.html
  and
http://www.c-pal.net/profiles/index.html.
The C-PAL Toolbox contains a wide-range of resources that address  
community-based adult literacy and is available through the Home  
page, http://www.c-pal.net/index.html. The sections include: creating  
communities; curriculum and instruction (adult basic education/ 
literacy, high school credential programs, English literacy, family  
literacy, youth in adult literacy, correctional education, and  
learning disabilities); professional development; workforce  
development; technology; program management (it covers topics such as  
funding and grant writing, program evaluation, recruitment and  
retention, volunteerism); and more resources. (It includes  
information on the general state of adult literacy and adult education.)

The Creating Communities Toolbox Section,
http://www.cpal.net/build/communities/index.asp ,
features ?how-to's,? research, journals, and Web sites that address  
how to build and sustain community partnerships.  These resources are  
also organized by type of partner, e.g., businesses, community  
organizations, and government.
C-PAL?s Building Effective Partnerships Self-Assessment Tool,  
available at
http://www.c-pal.net/assessment/index.html ,
is an online tool designed to help community organizations evaluate  
their adult education partnerships.  The indicators are drawn from  
the partnership research and the study of 12 communities.  After  
completing the self-assessment, users receive a profile of their  
partnerships based upon their responses and are guided to resources  
that may be useful as they build new or strengthen existing  
partnerships.

3. Build Literacy Web Site
Sponsored by the American Library Association and Verizon, the Web  
site ?features information, materials, and resources about how  
libraries, local agencies, and corporate partners work together to  
build stronger community-based literacy partnerships and more  
literate communities.?

4. Literacy Powerline
http://www.literacypowerline.com has planning information in the  
resources and Literacy FAQ sections that can be downloaded.

Biographies of Guests

Jeff Carter is the Executive Director of D.C. LEARNs, a coalition of  
over 70 mostly community-based organizations that provide literacy  
instruction to children, youth, and adults in Washington, D.C. D.C.  
LEARNs' mission is to lead coalition members in efforts designed to  
strengthen adult, family and children?s literacy services in the  
District and present a strong, unified voice on the importance of  
literacy as an investment in the community. Prior to his appointment  
to this position, Jeff was the Education Technology Director for the  
Literacy Division of World Education. Jeff is a member of the Board  
of Directors of Literacy USA and a member of the District of Columbia  
Mayor's Adult Literacy Council, which is charged with making adult  
literacy policy recommendations to the Mayor and City Council.

Kathy Chernus, Director of Adult Education and Literacy for MPR  
Associates, is the Project Director for the U.S. Department of  
Education, Office of Vocational and Adult Education?s Community  
Partnerships for Adult Learning (C-PAL) initiative. Since 2002, C-PAL  
has been exploring how community partnerships expand and improve  
education for adults and their families.  C-PAL gathers and develops  
resources for adult educators who want to improve the quality of  
adult education through partnerships with other providers, employers,  
government agencies, nonprofits, and workforce development  
organizations.  The C-PAL website, www.c-pal.net, is the primary  
avenue for sharing these resources.  Kathy oversees the research,  
leads the development of the website, conducts site visits to  
promising partnerships, develops partnership profiles, disseminates  
the results, facilitates the work of technical and business advisory  
groups, and develops new tools and resources. In 2003, the C-PAL  
staff visited 12 communities around the country to learn how their  
partnerships have enabled them to better serve adult learners and  
their families. Profiles of these communities and mini-profiles of  
six others are available at: http://www.c-pal.net/profiles/ 
index.html.  Kathy is the co-author of Commitment Comes in All Shapes  
and Sizes, a report summarizing the findings from the study of these  
partnerships.  The report is available at http://www.c-pal.net/ 
profiles/index.html.  Currently, C-PAL is developing an online guide  
for businesses interested in becoming more involved in adult  
education and workforce development.

Margaret Doughty is an international literacy consultant providing  
literacy coalition development services to cities, regions and  
states. She works with local government, foundations, business and  
community organizations to link stakeholder, neighborhoods and  
services together to increase literacy levels through coordinated  
service provision and community collaboration.

A native of the United Kingdom, Margaret has been involved in  
literacy in Africa, the Middle East and the United States, developing  
coalitions, support service learning organizations, facilitating  
regional literacy planning, advocating for system change and raising  
resources.  She serves on the board of TAALC (the literacy coalition  
for Texas), Darla?s School for the Mentally Retarded, and Literacy  
Advance of Houston and works with national literacy organizations on  
community literacy issues, most recently presenting to the NIFL board  
on the need for tracking and accountability for community literacy  
initiatives to demonstrate both short and long term impact.

Carl Guerriere is the founding Executive Director of the Greater  
Hartford Literacy Council, a not-for-profit organization that serves  
as a regional broker and resource to coordinate and enhance literacy  
efforts in the 35-town Metro Hartford region. By providing  
information and a means for its more than 100 partner organizations  
to collaborate, the Literacy Council is a catalyst for action,  
raising the bar for literacy improvement in the region.

Before establishing the Literacy Council, Carl was program  
coordinator of Read to Succeed, a reading clinic for adults with  
reading disabilities.  Carl also served as Reading Center Manager for  
Literacy Volunteers of Greater Hartford, where he moved the program  
from one-on-one tutoring to small group instruction.  Before  
returning to Hartford in 1995, Carl was Associate Director of the  
Center for Urban Education at DePaul University in Chicago.  Carl has  
been a teacher and education administrator in New York City;  
Washington, DC; San Francisco; and Madrid, Spain.

Carl earned a dual Masters Degree in Applied Linguistics and TESOL  
from Columbia University, Teachers College, an English Teaching  
Degree from the Escuela Oficial de Idiomas in Madrid, Spain and a  
Bachelors Degree in Psychology from Trinity College in Hartford,  
Connecticut.

Darlene Kostrub serves as the Executive Director of the Palm Beach  
County Literacy Coalition in Florida.  She has been in this position  
since 1992 and has initiated programs involving adult, children and  
family literacy.  She oversees a Literacy*AmeriCorps project that has  
fifteen members that tutor in 12 community agencies.  She is also the  
director of the Region V Adult Literacy Center providing marketing  
and training for literacy in Palm Beach, Broward, Miami-Dade and  
Monroe Counties.  She is the Vice President for the Florida Literacy  
Coalition and the Vice Chair for the Florida Reach Out and Read  
Program.  As a founding board member and past president of Literacy  
USA, she has been involved in bringing together literacy coalitions  
across the country to share best practices in community literacy.   
The Palm Beach County Literacy Coalition collaborates with over 130  
community literacy organizations as well as business and the media.

Petrice Sams-Abiodun (A-bee-o-dun) is the Executive Director for the  
Lindy Boggs National Center for Community Literacy at Loyola  
University, where she has an opportunity to combine her research and  
social justice agendas to address the issue of adult literacy.  In  
her role as the Director she is examining the broader issue of  
literacy as a vehicle for personal, economic and community  
empowerment.  In an effort to link research with practice she works  
closely with the Literacy Alliance of Greater New Orleans and other  
community and faith-based organizations to eradicate low literacy.   
She is personally committed to using her experience and skills to  
develop a stronger New Orleans and to this end serves on numerous  
advisory boards and committees.

Dr. Sams-Abiodun is a former resident of New Orleans public housing  
and a graduate of New Orleans public schools.  She received a Ph.D.  
in Sociology from Tulane University in 2003.  As a social  
demographer, her goal is to use research for the development and  
liberation of traditionally marginalized and oppressed people.  Her  
research areas include urban poverty and family issues.  Her present  
research focuses on the role and responsibilities of men as fathers,  
family and community members. She has been invited to numerous  
conferences to share her work and is presently working on a book that  
examines strengths as well as the plight of low income African  
American men. Her research contributes to a national agenda that is  
assisting in the rethinking of how we view male attachment in low  
income families, family structure and formation.

Questions we will Discuss

1. What is Community Literacy?

? What does community adult and family literacy mean?

? What are the purposes and goals of community literacy?

? Why is community literacy important?

? Typically, who are the key community literacy stake holders?

2. How are Community Literacy Coalitions Developed and Sustained?

? How do providers approach potential partners (other providers,  
businesses, social services, local government)?

? How do local partnerships generate the financial support they need  
to meet the literacy needs of their communities?

? What resources are needed for effective community literacy  
collaboration?

? How do providers sustain partnerships over the long haul?

? How do community-based literacy efforts survive transitions in  
leadership?

? What are some good examples of community literacy coalitions?

? What are some incentives and strategies for strengthening community  
literacy?

? How do community literacy coalitions or partnerships assure the  
quality of instruction? Is this an issue?  If so, what are some ways  
quality gets addressed?

? Are there performance measures for community literacy? If so what  
are they?

?  How can we learn from the experiences of other countries,  
particularly those that have built successful literacy movements?

?  What steps can we take to ensure that adult learners and other  
residents in the learners' communities are providing leadership to  
community literacy initiatives?

3. How can we measure community literacy outcomes and impact?

? How can we measure the health, outcomes and impact of community  
literacy?

? How do communities document the positive impact they?re having on  
adult education and family literacy, and workforce and economic  
development? What data do they collect and how do they use them to  
show their success?

? How do providers demonstrate to prospective or current business  
partners the return-on-investment businesses want to see as a result  
of their involvement in adult education?

? How can we measure the effect of community literacy on a community?

? What do we mean by accountability to learners and their communities  
and how can we build this accountability into community literacy work?

? Given the increasing pressure to demonstrate outcomes, how do we  
convince funders to support intermediary organizations that foster  
collaborations to address community literacy?

? What do we know about community literacy from research?

4. What is the relationship of community literacy to workforce  
literacy, workforce development, ?healthy communities? initiatives  
and transition to higher education?

? What indicators, for example, have communities developed around  
literacy in thinking about a healthy (or ?sustainable?) community?  
E.g. http://www.rprogress.org/cihb/index.shtml and http:// 
www.communityindicators.net/indicatorefforts.html

5. What is the role of technology in community literacy?

6. How can literacy organizations work together to make literacy a  
top community priority?

7. What sort of training will best prepare community literacy  
coalitions to address community power dynamics, e.g. issues of  
racism, ethnocentrism?

David J. Rosen
djrosen at comcast.net

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From djrosen at comcast.net  Sun Jun 24 19:29:30 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sun, 24 Jun 2007 19:29:30 -0400
Subject: [SpecialTopics 333]  Community Literacy Discussion Begins
Message-ID: <91C44B34-9ED0-48E7-8505-A9D8B50FBF2F@comcast.net>

Dear Community Literacy Discussion Colleague,

On Monday we begin a discussion of adult and family community  
literacy. First I would like to thank our guests: Margaret Doughty,  
Carl Guerriere, Petrice Sams- Abiodun, Darlene Kostrub, Jeff Carter,  
and Kathy Chernus. You can learn more about them by going to http:// 
tinyurl.com/23nvye )

Here's how the National Institute for Literacy Special Topics  
discussion list works:

? A discussion opens and a few days later it closes.  Between  
discussions there are usually no messages posted until the next  
discussion is ready to begin.

? A discussion is carried on by e-mail. As a subscriber all of the  
messages will be sent to your e-mail.  These might include  
information, questions, replies to questions, comments and  
expansions, further explanations, requests for more detail, comments  
on other perspectives, and more. Sometimes a discussion with guests  
consists of just questions to the guests and their answers, but I  
will try to encourage real discussion, especially since we have other  
experts in community literacy among our participants.

? You will probably get a lot of e-mail from the Special Topics  
discussion list each day for the next five days!  You might decide to  
skim the messages, read through the ones that especially interest  
you, and save the rest to read later. Every message is also archived at
http://www.nifl.gov/pipermail/specialtopics/2007/date.html

? You can get all the day's postings in one message each day, in  
"digest format".  To find out how you can set your subscription to do  
that, go to
http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest

? When you want to send a message, email it to specialtopics at nifl.gov  
and it will go out to everyone who has subscribed. Please check  
before you send it that the Subject line of the message is correct  
for your message, that is, if your message is a continuation of a  
discussion strand, leave it as is; however, if you are introducing a  
new topic or strand, then give it a Subject title that concisely and  
accurately reflects the new content area of your message.

We have several hundred people who are subscribed for this  
discussion, so we won't do introductions of participants. The bios at  
http://tinyurl.com/23nvye are your introductions to our guests.  We  
have a lot of questions to discuss this week -- and you may want to  
post more questions -- so we'll get started now with the questions  
below to our quests.

We'll begin by discussing what Community Literacy is.  There will be  
many variations on the definition, of course, and  definitions in  
this discussion will focus on adult and family community literacy,  
not just schools reaching out to engage parents in the literacy of  
their children.

I would like to ask our guests to address the following question from  
their experience, from research,  and/or from their professional wisdom:

What is Community Literacy?

? What does community adult and family literacy mean?

? What are the purposes and goals of community literacy?

? Why is community literacy important?

? Typically, who are the key community literacy stake holders?

On Tuesday we will go on to this question:  How are Community  
Literacy Coalitions Developed and Sustained?
I will also post subscribers' messages from Monday with their  
thoughts about what community literacy is.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From DoughtyHRC at aol.com  Sun Jun 24 22:04:00 2007
From: DoughtyHRC at aol.com (DoughtyHRC at aol.com)
Date: Sun, 24 Jun 2007 22:04:00 EDT
Subject: [SpecialTopics 334] Re: Community Literacy Discussion Begins
Message-ID: <bcf.18216041.33b07c90@aol.com>

David - thank you for the opportunity to be a  part of this discussion.  In 
response to your question I describe community  literacy in the following way 
in my coalition development work.
 
Community literacy is the practice of  infusing literacy throughout 
neighborhoods in an effort to build  healthy communities and strengthen families.  It 
encourages dialogue around shared  problem-solving that leads to initiatives to 
raise literacy  levels.  Community literacy unites communities to promote the 
vision  of 100 percent literacy through 100 percent community engagement.  It 
includes all family members and  all community stakeholders in a 
collaborative effort to promote personal  success, economic, educational and social 
justice.  
 
I'm  looking forward to reading other descriptions and learning from 
colleagues  about their involvement with community literacy  efforts. 
Margaret
 
 

************************************** See what's free at http://www.aol.com.
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From DSKostrub at aol.com  Mon Jun 25 10:23:18 2007
From: DSKostrub at aol.com (DSKostrub at aol.com)
Date: Mon, 25 Jun 2007 10:23:18 EDT
Subject: [SpecialTopics 335]  Community Literacy
Message-ID: <c05.18de9dd7.33b129d6@aol.com>

David, thank you for initiating this discussion around a vital topic.
 
One of the key goals of community literacy is to help position literacy at 
the top of the community's agenda so that everyone will understand that one of 
the best ways to address crime, poverty, teen pregnancy and so many other 
social issues is through making literacy resources and programs available to all 
those with limited literacy and English skills.
 
Key community literacy stake holders include business, the media, literacy 
providers, local education institutions,  government, chambers of commerce, 
faith-based organizations, civic clubs among others.
 
Darlene Kostrub

************************************** See what's free at http://www.aol.com.
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From jcarter at dclearns.org  Mon Jun 25 11:05:59 2007
From: jcarter at dclearns.org (Jeff Carter)
Date: Mon, 25 Jun 2007 11:05:59 -0400
Subject: [SpecialTopics 336] Re: Community Literacy Discussion Begins
In-Reply-To: <91C44B34-9ED0-48E7-8505-A9D8B50FBF2F@comcast.net>
References: <91C44B34-9ED0-48E7-8505-A9D8B50FBF2F@comcast.net>
Message-ID: <71291981-964D-412C-8671-94F19366190E@dclearns.org>

Hello everyone,

Than you for inviting me to be part of this discussion. The District  
of Columbia is somewhat unique, as compared with the states, in that  
virtually all of our adult literacy services are provided by  
community-based nonprofit organizations.

I would define community literacy as literacy instruction that  
supports the development and growth of healthy communities.

I'll let others weigh in before I address the other questions...

Jeff

-----------
Jeff Carter
Executive Director

DC LEARNs
1612 K Street, NW
Suite 300
Washington, DC 20006

www.dclearns.org
jcarter at dclearns.org
202-331-0141 ext. 22

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From seacesl at yahoo.com  Mon Jun 25 12:14:39 2007
From: seacesl at yahoo.com (South-East Asia Center)
Date: Mon, 25 Jun 2007 09:14:39 -0700 (PDT)
Subject: [SpecialTopics 337]  community literacy
Message-ID: <752420.42299.qm@web30608.mail.mud.yahoo.com>

When considering community literacy and the goal of achieving "community literacy," we need to take into consideration the variety of definitions that cover the term "literacy,"  Basically, UNESCO and our own U.S. Congress defines a literate person as someone who has acquired enough functional literacy skills to perform adequately within his/her community.  Functional literacy falls into three levels.
   
  One-quarter of the population of the United States functionally tests at the lowest level of functional literacy; they often report that they do not possess the skills to perform such literacy functions as the ability to fully read and comprehend a newspaper article, fill out a tax form, or read a medical questionairre.
   
  One-third of the population possesses the ability to perform the above functions and can compute simple mathematical questions: e.g., unit pricing, etc.
   
  The final small percent of out population has achieved higher-level functions, such as the ability to write text about text, to read literature, scientific text, etc. These people have achieved critical literacy.
   
  There is now a fourth kind of literacy, dynamic literacy, which assums the ability to incorporate text with other media -- computer usage, audio-visual information, etc. 
   
  We must determine at what level and which kind of literacy we are referring to when we speak of our "communities."  For example, in the community where I work, I see signs in the stores such as "cigarett saled."  
   
  Certainly, the high the functional level of literacy achieved, the better.  
   
  We must also be more precise when defining "100 percent literacy" as a goal.  Again, the community I work in will never achieve that; few communities will.  We are now a multi-cultural, even multi-lingual nation, dealing not only with African-American dialect, but with many peoples who not only come from logographic and syllabographgic writing systems, but who may be illiterate in their native languages and dialects.   
              

South-East Asia Center 
5120 North Broadway Street
Chicago , IL 60640 
Phone: 773-989-6927 
Fax: 773-989-7755 
E-mail: seacesl at yahoo.com

 

       
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From margeryfreeman at yahoo.com  Fri Jun 22 11:16:51 2007
From: margeryfreeman at yahoo.com (margery freeman)
Date: Fri, 22 Jun 2007 08:16:51 -0700 (PDT)
Subject: [SpecialTopics 337]  Additional questions to consider
Message-ID: <919139.47133.qm@web39810.mail.mud.yahoo.com>

Dear David and all,
   
  I look forward to this exciting and timely discussion of community literacy.  Additional questions that I'd like to see discussed:
    
   How can we learn from the experiences of other countries, particularly those that have built successful literacy movements?  
   What steps can we take to ensure that adult learners and other residents in the learners' communities are providing leadership to community literacy initiatives?  
   What do we mean by accountability to learners and their communities and how can we build this accountability into comunity literacy work?  
   what sort of training will best prepare community literacy coalitions to address community power dynamics, e.g. issues of racism, ethnocentrism?
  Thanks to all of you who are providing leadership for this conversation.
   
  Margery Freeman
   

       
---------------------------------
Yahoo! oneSearch: Finally,  mobile search that gives answers, not web links. 
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From ALCDGG at langate.gsu.edu  Mon Jun 25 15:51:54 2007
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 25 Jun 2007 15:51:54 -0400
Subject: [SpecialTopics 338] Re: Community Literacy
Message-ID: <467FE4BA.919D.0031.0@langate.gsu.edu>

Darlene,
I like how you stated "one of the key goals" and your list of stake holders. In your opinion, what are a few strategies to reach this important goal?
Daphne

>>> <DSKostrub at aol.com> 06/25/07 10:23 AM >>>
David, thank you for initiating this discussion around a vital topic.
 
One of the key goals of community literacy is to help position literacy at 
the top of the community's agenda so that everyone will understand that one of 
the best ways to address crime, poverty, teen pregnancy and so many other 
social issues is through making literacy resources and programs available to all 
those with limited literacy and English skills.
 
Key community literacy stake holders include business, the media, literacy 
providers, local education institutions,  government, chambers of commerce, 
faith-based organizations, civic clubs among others.
 
Darlene Kostrub

From carl.guerriere at po.state.ct.us  Mon Jun 25 14:34:09 2007
From: carl.guerriere at po.state.ct.us (Guerriere, Carl)
Date: Mon, 25 Jun 2007 14:34:09 -0400
Subject: [SpecialTopics 339]  Defining Community Literacy
Message-ID: <1A70718E73BADA4EA9661356069ABA98014C415A@server10>

Community Literacy is the level of literacy in the community. It
includes the levels of both children and adults. It includes all the
venues that provide some type of literacy service. The general public
primarily thinks of the school system. The array of providers and the
sites where instruction occurs is vast. In my community both the public
and private sectors provide services. This includes schools, community
based organizations, hospitals, health clinics, colleges, prisons,
businesses, childcare centers, churches, synagogues, libraries, homes,
among others. We are all stakeholders because current community literacy
levels impact us all. 

 

 

Carl Guerriere

Executive Director/Literacy Advocate

Greater Hartford Literacy Council

One Union Place

Hartford, Connecticut   06103

 

Phone: (860) 522-7323 (READ)

Fax:  (860)722-2486

www.greaterhartfordreads.org

 

  

 

The region's champion and resource for literacy

 

 

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From jcruz at literacysandiego.org  Mon Jun 25 13:42:42 2007
From: jcruz at literacysandiego.org (Jose Cruz)
Date: Mon, 25 Jun 2007 10:42:42 -0700
Subject: [SpecialTopics 340] Re: Community Literacy
Message-ID: <B8E5E9B6A8D7BA4DACE49CE054AC39241DA332@sbserver.SDCOL.local>

The adult education and literacy community has been saying for years
that its work is the key to healthy families, communities, and
businesses.  We have the data to show that this is true.

 

We have to appreciate that when we bring the literacy element to those
who represent various aspects of our community, as Darlene said,
"...business, the media, literacy providers, local education
institutions, government, chambers of commerce, faith-based
organizations, civic clubs among others,"  we get a response and create
an opportunity to have an impact on agencies, institutions, and those
they serve.  We put ourselves in a position to deal with community
problems that are rooted in low self-esteem and low-level literacy
skills...and that never seem to go away.  

 

The opportunities to engage in genuine collaborations with the
non-literacy community are numerous.  We have to step out of the big
literacy box and take what we do into the big community box...to
generate real solutions to problems.  We have to act in response to our
belief that literacy is vital to a higher quality of functioning in our
communities.

 

Jose

 

Jose L. Cruz

Chief Executive Officer

San Diego Council on Literacy

2515 Camino del Rio S., Ste. 125

San Diego, CA 92108

P: 619-574-1641, ext. 103

F: 619-491-9242

E: jcruz at literacysandiego.org <mailto:jcruz at literacysandiego.org> 

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

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of DSKostrub at aol.com
Sent: Monday, June 25, 2007 7:23 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 335] Community Literacy

 

David, thank you for initiating this discussion around a vital topic.

 

One of the key goals of community literacy is to help position literacy
at the top of the community's agenda so that everyone will understand
that one of the best ways to address crime, poverty, teen pregnancy and
so many other social issues is through making literacy resources and
programs available to all those with limited literacy and English
skills.

 

Key community literacy stake holders include business, the media,
literacy providers, local education institutions,  government, chambers
of commerce, faith-based organizations, civic clubs among others.

 

Darlene Kostrub

________________________________

See what's free at AOL.com
<http://www.aol.com?ncid=AOLAOF00020000000503> . 

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From kchernus at mprinc.com  Mon Jun 25 14:53:27 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 25 Jun 2007 14:53:27 -0400
Subject: [SpecialTopics 341] Re: Community Literacy Discussion Begins
Message-ID: <1118144357kchernus@mprinc.com>

Hi everyone. David, thank you for convening this discussion and inviting me to participate.  

In the Community Partnerships for Adult Learning (C-PAL) study of community partnerships that support adult education, we found that community literacy looks quite different from community to community (see http://www.c-pal.net/profiles/index.html).  For example, there are a variety of types of organizations that partner and may include one or several providers; they may serve a specific population or anyone in the community with adult literacy or English language and literacy needs; some have formal agreements but others have no infrastructure. That said, they share a common commitment to adult learners in need of literacy services. Many recognize the connections between adult literacy, workforce development, and economic development.  The purpose of these partnerships is to increase the availability and quality of adult education and other literacy services.

In the partnerships we studied, the partners who come together to support adult literacy include: adult education providers (local school systems, community colleges, libraries, community-based and faith-based organizations, public housing facilities, correctional facilities, etc.), businesses, state and local government, workforce development and social service agencies, public housing facilities, and other community organizations.

Hope this is helpful.

Kathy Chernus

On Sunday, June 24, 2007 7:29 PM, David J. Rosen <djrosen at comcast.net> wrote:
>
>Dear Community Literacy Discussion Colleague,
>
>
>On Monday?we begin a discussion of adult and family community
>literacy. First I would like to thank our guests: Margaret
>Doughty, Carl?Guerriere, Petrice Sams- Abiodun, Darlene
>Kostrub, Jeff Carter,?and Kathy Chernus. You can learn more
>about them by going to?http://tinyurl.com/23nvye )
>
>
>Here's how the National Institute for Literacy Special Topics
>discussion list works:
>
>
>? A discussion opens and a few days later it closes.? Between
>discussions there are usually no messages posted until the next
>discussion is ready to begin.
>
>
>? A discussion is carried on by e-mail. As a subscriber all of
>the messages will be sent to your e-mail.? These might include
>information, questions, replies to questions, comments and
>expansions, further explanations, requests for more detail,
>comments on other perspectives, and more. Sometimes a
>discussion with guests consists of just questions to the guests
>and their answers, but I will try to encourage real discussion,
>especially since we have other experts in community literacy
>among our participants.??
>
>
>? You will probably get a lot of e-mail from the Special Topics
>discussion list each day for the next five days!? You might
>decide to skim the messages, read through the ones that
>especially interest you, and save the rest to read later. Every message is also archived at?
>http://www.nifl.gov/pipermail/specialtopics/2007/date.html??
>
>
>? You can get all the day's postings in one message each day,
>in "digest format".? To find out how you can set your subscription to do that, go to
>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>
>
>? When you want to send a message, email it to
>specialtopics at nifl.gov and it will go out to everyone who has
>subscribed. Please check before you send it that the Subject
>line of the message is correct for your message, that is, if
>your message is a continuation of a discussion strand, leave it
>as is; however, if you are introducing a new topic or strand,
>then give it a Subject title that concisely and accurately
>reflects the new content area of your message.
>
>
>We have several hundred people who are subscribed for this
>discussion, so we won't do introductions of participants. The
>bios at?http://tinyurl.com/23nvye are your introductions to our
>guests.? We have a lot of questions to discuss this week -- and
>you may want to post more questions -- so we'll get started now
>with the questions below to our quests.
>
>
>We'll begin by discussing what Community Literacy is.? There
>will be many variations on the definition, of course, and?
>definitions in this discussion will focus on adult and family
>community literacy, not just schools reaching out to engage
>parents in the literacy of their children.
>
>
>I would like to ask our guests to address the following
>question from their experience, from research,? and/or from
>their professional wisdom:
>
>
>What is Community Literacy?
>?
>? What does community adult and family literacy mean?
>?
>? What are the purposes and goals of community literacy?
>?
>? Why is community literacy important?
>?
>? Typically, who are the key community literacy stake holders?
>
>
>On Tuesday we will go on to this question:??How are Community
>Literacy Coalitions Developed and Sustained?
>I?will also post subscribers' messages from Monday with their
>thoughts about what community literacy is.?
>
>
>David J. Rosen
>Special Topics Discussion Moderator
>djrosen at comcast.net
>
>
>
>
>
>
>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

From seacesl at yahoo.com  Mon Jun 25 16:38:49 2007
From: seacesl at yahoo.com (South-East Asia Center)
Date: Mon, 25 Jun 2007 13:38:49 -0700 (PDT)
Subject: [SpecialTopics 342] Re: Additional questions to consider
In-Reply-To: <919139.47133.qm@web39810.mail.mud.yahoo.com>
Message-ID: <709631.36950.qm@web30611.mail.mud.yahoo.com>

All of the countries that have been spectacularly successful at achieving 100 percent (or close) literacy are cou tries that are (or are have been until very recently) homogenous.  They include Japan and Korea (which have writing systems created especially for their populations -- Hangul in Korea, and addendums to kanji in Japan, katagana and hirigana.)
  Eastern Europe was ruled in literacy by the Soviet Union, and the Russian language was mandated, replacing, for example, Arabic, in countries such as Uzebekistan. Western Europen nations remained homogenous unto themselves until the recent onslaught of Islamic immigrants.  This has ripped apart the entire Western European educational sustem.
   
  In the United States, we have struggled to bring speakers of African-American dialect to approach the Standard Common American English required by literacy.  We now have to face the bicultural and bilingual and bilingual challange of hispanic immigrants, and the additional issues of other immigrants who come from logographic and syllabographic systems who may not be totally literate in their native language.
   
        

margery freeman <margeryfreeman at yahoo.com> wrote:
    Dear David and all,
   
  I look forward to this exciting and timely discussion of community literacy.  Additional questions that I'd like to see discussed:
    
   How can we learn from the experiences of other countries, particularly those that have built successful literacy movements?  
   What steps can we take to ensure that adult learners and other residents in the learners' communities are providing leadership to community literacy initiatives?  
   What do we mean by accountability to learners and their communities and how can we build this accountability into comunity literacy work?  
   what sort of training will best prepare community literacy coalitions to address community power dynamics, e.g. issues of racism, ethnocentrism?
  Thanks to all of you who are providing leadership for this conversation.
   
  Margery Freeman
   
    
---------------------------------
  Yahoo! oneSearch: Finally, mobile search that gives answers, not web links. -------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to seacesl at yahoo.com

South-East Asia Center 
5120 North Broadway Street
Chicago , IL 60640 
Phone: 773-989-6927 
Fax: 773-989-7755 
E-mail: seacesl at yahoo.com

 

       
---------------------------------
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From djrosen at comcast.net  Mon Jun 25 20:13:16 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 25 Jun 2007 20:13:16 -0400
Subject: [SpecialTopics 342] Re: Defining Community Literacy
In-Reply-To: <1A70718E73BADA4EA9661356069ABA98014C415A@server10>
References: <1A70718E73BADA4EA9661356069ABA98014C415A@server10>
Message-ID: <46805A1C.3040704@comcast.net>

Carl, Jeff, Kathy, Margaret, and others

We are all familiar with adult literacy education  at the individual 
(student) level, and many of us know it at the program (or school) 
level. We also know it at the state level, that is, we know the state as 
funder, standards setter and policy-maker, monitor and evaluator, and 
perhaps in some states as a leader in promoting literacy.  But please 
say more about what adult and family literacy means at the community 
level.  Is this just a collection of all the providers of literacy to 
children and adults? Does it require that these providers -- and other 
stake holders -- come together to assess, plan, collaborate in some way? 
Is this -- at least in some cases -- a "system" of adult and family 
literacy at the community level?   Some people are wondering, for 
example, how community literacy might be different from family literacy.

David J. Rosen
Special Topics Discussion Moderator

Guerriere, Carl wrote:

> Community Literacy is the level of literacy in the community. It 
> includes the levels of both children and adults. It includes all the 
> venues that provide some type of literacy service. The general public 
> primarily thinks of the school system. The array of providers and the 
> sites where instruction occurs is vast. In my community both the 
> public and private sectors provide services. This includes schools, 
> community based organizations, hospitals, health clinics, colleges, 
> prisons, businesses, childcare centers, churches, synagogues, 
> libraries, homes, among others. We are all stakeholders because 
> current community literacy levels impact us all.
>
>  
>
>  
>
> Carl Guerriere
>
> Executive Director/Literacy Advocate
>
> Greater Hartford Literacy Council
>
> One Union Place
>
> Hartford, Connecticut   06103
>
>  
>
> Phone: (860) 522-7323 (READ)
>
> Fax:  (860)722-2486
>
> www.greaterhartfordreads.org
>
>  
>
>  
>
>  
>
> The region's champion and resource for literacy
>
>  
>
>  
>
>------------------------------------------------------------------------
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to djrosen at comcast.net
>

From djrosen at comcast.net  Mon Jun 25 23:32:52 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 25 Jun 2007 23:32:52 -0400
Subject: [SpecialTopics 343] Re: Community Literacy
In-Reply-To: <c05.18de9dd7.33b129d6@aol.com>
References: <c05.18de9dd7.33b129d6@aol.com>
Message-ID: <4DF18FD5-4C0C-49C8-B1E4-AA38CD5937DF@comcast.net>

Hello Darlene,

I wonder if you have some examples of how literacy coalitions are  
doing this -- positioning literacy at the top of the community's agenda.

Thanks,

David

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

On Jun 25, 2007, at 10:23 AM, DSKostrub at aol.com wrote:

> David, thank you for initiating this discussion around a vital topic.
>
> One of the key goals of community literacy is to help position  
> literacy at the top of the community's agenda so that everyone will  
> understand that one of the best ways to address crime, poverty,  
> teen pregnancy and so many other social issues is through making  
> literacy resources and programs available to all those with limited  
> literacy and English skills.
>
> Key community literacy stake holders include business, the media,  
> literacy providers, local education institutions,  government,  
> chambers of commerce, faith-based organizations, civic clubs among  
> others.
>
> Darlene Kostrub
>
>
>
> See what's free at AOL.com.
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

From Janet_Isserlis at brown.edu  Mon Jun 25 21:27:24 2007
From: Janet_Isserlis at brown.edu (Isserlis, Janet)
Date: Mon, 25 Jun 2007 21:27:24 -0400
Subject: [SpecialTopics 344]  clarification?  Community Literacy
References: <1A70718E73BADA4EA9661356069ABA98014C415A@server10>
	<46805A1C.3040704@comcast.net>
Message-ID: <20EC1BB15C09F340A09A79FA1DBF970602403A06@MAIL3.AD.Brown.Edu>

Are we talking about what community literacy is, as viewed through a provider's lens, and/or are we exploring what it is that community literacy - however broadly it may be defined - does for people in communities?

It seems that the key - or a key - to the conversation has to do with access - to information, understandings of systems, decision making and power.

Janet Isserlis
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From yohogclc at earthlink.net  Mon Jun 25 20:21:44 2007
From: yohogclc at earthlink.net (Debbie Yoho)
Date: Mon, 25 Jun 2007 20:21:44 -0400
Subject: [SpecialTopics 345]  Partnerships in an era of competition
Message-ID: <380-22007622602144875@earthlink.net>

Securing federal funds for literacy services is a competitive process, as is the private grant process.  In light of this, what needs to happen in a community so that partnerships can flourish?  Perhaps concentrate on developing projects that either don't cost money or that are funded by various sources pooled together?

Debbie Yoho
Division Director, Turning Pages
(formerly the Greater Columbia Literacy Council)
a community service of Volunteers of America Carolinas
803-765-2555 fax 803-799-8417
2728 Devine Street, Columbia, SC 29205
yohogclc at earthlink.net
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From DoughtyHRC at aol.com  Tue Jun 26 00:04:02 2007
From: DoughtyHRC at aol.com (DoughtyHRC at aol.com)
Date: Tue, 26 Jun 2007 00:04:02 EDT
Subject: [SpecialTopics 346] Re: Community Literacy
Message-ID: <cab.1502c150.33b1ea32@aol.com>

 
Hi All -  If we believe in  educational equity the concept of 100 percent 
literacy is critical to our vision  for the future.  In many communities  I hear 
benchmark discussion taking place leading incrementally toward a  community 
wide vision.  The idea of  setting community benchmarks to increase literacy 
levels by 5% or 25% is very  commendable but what happens to those who fall 
outside that target?  When does literacy get raised to a top  priority where the 
value of education is elevated throughout all neighborhoods  because individuals 
and families have evidence that it does make a  difference?  Margery, I think 
this  is where community power dynamics are so important.  We can help raise 
literacy levels for  those we can cream from the top, look as if we are doing 
a good job, but still  not impact those who would most benefit.   
This is where  community literacy can make its mark.  Community literacy 
cannot just be a collection of providers if it to make  substantive change.  It 
must be a  ?system? as you suggest David.  The  cities that have developed 
community literacy plans have involved all sectors  and stakeholders in the 
planning process, have included learners of all ages,  and have embraced the concept 
of community wide literacy infusion.  With a blueprint to guide progress 
there  is also a framework to move away from reliance on vertical silos and 
collaborate  horizontally across program types and funding streams.  This includes 
all levels from block  clubs to neighborhood centers, zip code projects to city 
halls and business  board rooms.  Where each stakeholder  endorses and 
implements a part of the plan and funders align their giving to  support specific 
goals in the plan ownership can begin to belong to the  community at large.  In 
the early  1990?s there were only a dozen or so literacy coalitions.  There 
are currently over 75 that I know  of and probably many more that are working to 
position literacy as a top  community priority, some very successfully. 
Margaret
 
 

************************************** See what's free at http://www.aol.com.
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From djrosen at comcast.net  Tue Jun 26 00:05:55 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 26 Jun 2007 00:05:55 -0400
Subject: [SpecialTopics 347] Day Two: Developing and Sustaining Community
	Literacy Coalitions
References: <91C44B34-9ED0-48E7-8505-A9D8B50FBF2F@comcast.net>
Message-ID: <457B2A3A-85BE-4B8C-8C42-4C633ADC30B2@comcast.net>

Community Literacy Discussion Colleagues,

Welcome to those who have joined the discussion after it began. The  
message below tells you where you can see the archived messages so  
you can quickly catch up.

Our question for Tuesday is:  How are Community Literacy Coalitions  
Developed and Sustained?

This is a big question with a lot of parts:

? How do providers approach potential partners (other providers,  
businesses, social services, local government)?

? How do local partnerships generate the financial support they need  
to meet the literacy needs of their communities?

? What resources are needed for effective community literacy  
collaboration?

? How do providers sustain partnerships over the long haul?

? How do community-based literacy efforts survive transitions in  
leadership?

? What are some good examples of community literacy coalitions?

? What are some incentives and strategies for strengthening community  
literacy?

? How do community literacy coalitions or partnerships assure the  
quality of instruction? Is this an issue?  If so, what are some ways  
quality gets addressed?

? Are there performance measures for community literacy? If so what  
are they?

?  How can we learn from the experiences of other countries,  
particularly those that have built successful literacy movements?

?  What steps can we take to ensure that adult learners and other  
residents in the learners' communities are providing leadership to  
community literacy initiatives?

I invite our guests, and everyone with experience in community  
literacy, to respond to any of these parts. There may be lots of  
responses so we'll probably stay on this question at least through  
Wednesday.  It's also fine to continue to discuss the definition  
question from Monday.  As we will be discussing many things, however,  
please be careful that the Subject line of your posting reflects the  
actual content of your message.

Two other things:

1) Mac users, if you had trouble downloading or viewing the  
presentations from the National Institute for Literacy Community  
Literacy Summit, try using a browser other than Safari, for example  
Firefox or Internet Explorer.
http://www.nifl.gov/nifl/community/communityliteracy.html

2) The Web Address for the Build Literacy Web site is:
http://www.buildliteracy.org/

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

Begin forwarded message:

> From: "David J. Rosen" <djrosen at comcast.net>
> Date: June 24, 2007 7:29:30 PM EDT
> To: specialtopics at nifl.gov
> Subject: Community Literacy Discussion Begins
>
> Dear Community Literacy Discussion Colleague,
>
> On Monday we begin a discussion of adult and family community  
> literacy. First I would like to thank our guests: Margaret Doughty,  
> Carl Guerriere, Petrice Sams- Abiodun, Darlene Kostrub, Jeff  
> Carter, and Kathy Chernus. You can learn more about them by going  
> to http://tinyurl.com/23nvye )
>
> Here's how the National Institute for Literacy Special Topics  
> discussion list works:
>
> ? A discussion opens and a few days later it closes.  Between  
> discussions there are usually no messages posted until the next  
> discussion is ready to begin.
>
> ? A discussion is carried on by e-mail. As a subscriber all of the  
> messages will be sent to your e-mail.  These might include  
> information, questions, replies to questions, comments and  
> expansions, further explanations, requests for more detail,  
> comments on other perspectives, and more. Sometimes a discussion  
> with guests consists of just questions to the guests and their  
> answers, but I will try to encourage real discussion, especially  
> since we have other experts in community literacy among our  
> participants.
>
> ? You will probably get a lot of e-mail from the Special Topics  
> discussion list each day for the next five days!  You might decide  
> to skim the messages, read through the ones that especially  
> interest you, and save the rest to read later. Every message is  
> also archived at
> http://www.nifl.gov/pipermail/specialtopics/2007/date.html
>
> ? You can get all the day's postings in one message each day, in  
> "digest format".  To find out how you can set your subscription to  
> do that, go to
> http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>
> ? When you want to send a message, email it to  
> specialtopics at nifl.gov and it will go out to everyone who has  
> subscribed. Please check before you send it that the Subject line  
> of the message is correct for your message, that is, if your  
> message is a continuation of a discussion strand, leave it as is;  
> however, if you are introducing a new topic or strand, then give it  
> a Subject title that concisely and accurately reflects the new  
> content area of your message.
>
> We have several hundred people who are subscribed for this  
> discussion, so we won't do introductions of participants. The bios  
> at http://tinyurl.com/23nvye are your introductions to our guests.   
> We have a lot of questions to discuss this week -- and you may want  
> to post more questions -- so we'll get started now with the  
> questions below to our quests.
>
> We'll begin by discussing what Community Literacy is.  There will  
> be many variations on the definition, of course, and  definitions  
> in this discussion will focus on adult and family community  
> literacy, not just schools reaching out to engage parents in the  
> literacy of their children.
>
> I would like to ask our guests to address the following question  
> from their experience, from research,  and/or from their  
> professional wisdom:
>
> What is Community Literacy?
>
> ? What does community adult and family literacy mean?
>
> ? What are the purposes and goals of community literacy?
>
> ? Why is community literacy important?
>
> ? Typically, who are the key community literacy stake holders?
>
> On Tuesday we will go on to this question:  How are Community  
> Literacy Coalitions Developed and Sustained?
> I will also post subscribers' messages from Monday with their  
> thoughts about what community literacy is.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
>
>

David J. Rosen
djrosen at comcast.net

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From heide at literacywork.com  Mon Jun 25 20:20:53 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Mon, 25 Jun 2007 20:20:53 -0400
Subject: [SpecialTopics 348]  models of successful collaboration?
In-Reply-To: <1118144357kchernus@mprinc.com>
Message-ID: <FC296284F724334392D3C7D22CC4F2216471EA@ntxbeus09.exchange.xchg>

Hi, Kathy! Nice to see you on-line. 

Kathy is there a particular community that stands out in your study as having a particularly successful collaboration? I'm knee deep in issues around immigrant integration and I wonder what particular approaches create a win-win situation for all community partners. 

I'm aware of partnerships that are in name only, as everyone gets together ostensibly to collaborate but then nothing much happens beyond talk. As a panelist at the Spokane conference on transitions mentioned (and I paraphrase)"agencies often want others to collaborate but are unwilling to give on turf issues. The message sent is - we'll be happy to use your money to do something special, but we need all of our monies to do what we are already doing. Partners need to realize that on some issues you come out ahead in a collaboration and in others you don't."

The question is of course for the entire list: What does it take to build successful partnerships around a common goal and what are examples of partnerships that work because there is significant "value added" through the collaboration that results in better opportunities for community members. 

Cheers 

Heide 

Heide Spruck Wrigley 
LiteracyWork International 
Mesilla, New Mexico 

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
Sent: Monday, June 25, 2007 12:53 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 341] Re: Community Literacy Discussion Begins

Hi everyone. David, thank you for convening this discussion and inviting me to participate.  

In the Community Partnerships for Adult Learning (C-PAL) study of community partnerships that support adult education, we found that community literacy looks quite different from community to community (see http://www.c-pal.net/profiles/index.html).  For example, there are a variety of types of organizations that partner and may include one or several providers; they may serve a specific population or anyone in the community with adult literacy or English language and literacy needs; some have formal agreements but others have no infrastructure. That said, they share a common commitment to adult learners in need of literacy services. Many recognize the connections between adult literacy, workforce development, and economic development.  The purpose of these partnerships is to increase the availability and quality of adult education and other literacy services.

In the partnerships we studied, the partners who come together to support adult literacy include: adult education providers (local school systems, community colleges, libraries, community-based and faith-based organizations, public housing facilities, correctional facilities, etc.), businesses, state and local government, workforce development and social service agencies, public housing facilities, and other community organizations.

Hope this is helpful.

Kathy Chernus

On Sunday, June 24, 2007 7:29 PM, David J. Rosen <djrosen at comcast.net> wrote:
>
>Dear Community Literacy Discussion Colleague,
>
>
>On Monday?we begin a discussion of adult and family community
>literacy. First I would like to thank our guests: Margaret
>Doughty, Carl?Guerriere, Petrice Sams- Abiodun, Darlene
>Kostrub, Jeff Carter,?and Kathy Chernus. You can learn more
>about them by going to?http://tinyurl.com/23nvye )
>
>
>Here's how the National Institute for Literacy Special Topics
>discussion list works:
>
>
>* A discussion opens and a few days later it closes.? Between
>discussions there are usually no messages posted until the next
>discussion is ready to begin.
>
>
>* A discussion is carried on by e-mail. As a subscriber all of
>the messages will be sent to your e-mail.? These might include
>information, questions, replies to questions, comments and
>expansions, further explanations, requests for more detail,
>comments on other perspectives, and more. Sometimes a
>discussion with guests consists of just questions to the guests
>and their answers, but I will try to encourage real discussion,
>especially since we have other experts in community literacy
>among our participants.??
>
>
>* You will probably get a lot of e-mail from the Special Topics
>discussion list each day for the next five days!? You might
>decide to skim the messages, read through the ones that
>especially interest you, and save the rest to read later. Every message is also archived at?
>http://www.nifl.gov/pipermail/specialtopics/2007/date.html??
>
>
>* You can get all the day's postings in one message each day,
>in "digest format".? To find out how you can set your subscription to do that, go to
>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>
>
>* When you want to send a message, email it to
>specialtopics at nifl.gov and it will go out to everyone who has
>subscribed. Please check before you send it that the Subject
>line of the message is correct for your message, that is, if
>your message is a continuation of a discussion strand, leave it
>as is; however, if you are introducing a new topic or strand,
>then give it a Subject title that concisely and accurately
>reflects the new content area of your message.
>
>
>We have several hundred people who are subscribed for this
>discussion, so we won't do introductions of participants. The
>bios at?http://tinyurl.com/23nvye are your introductions to our
>guests.? We have a lot of questions to discuss this week -- and
>you may want to post more questions -- so we'll get started now
>with the questions below to our quests.
>
>
>We'll begin by discussing what Community Literacy is.? There
>will be many variations on the definition, of course, and?
>definitions in this discussion will focus on adult and family
>community literacy, not just schools reaching out to engage
>parents in the literacy of their children.
>
>
>I would like to ask our guests to address the following
>question from their experience, from research,? and/or from
>their professional wisdom:
>
>
>What is Community Literacy?
>?
>* What does community adult and family literacy mean?
>?
>* What are the purposes and goals of community literacy?
>?
>* Why is community literacy important?
>?
>* Typically, who are the key community literacy stake holders?
>
>
>On Tuesday we will go on to this question:??How are Community
>Literacy Coalitions Developed and Sustained?
>I?will also post subscribers' messages from Monday with their
>thoughts about what community literacy is.?
>
>
>David J. Rosen
>Special Topics Discussion Moderator
>djrosen at comcast.net
>
>
>
>
>
>
>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to heide at literacywork.com

From DSKostrub at aol.com  Tue Jun 26 09:06:03 2007
From: DSKostrub at aol.com (DSKostrub at aol.com)
Date: Tue, 26 Jun 2007 09:06:03 EDT
Subject: [SpecialTopics 349]  Sustaining Community Literacy Partnerships
Message-ID: <c41.1991492b.33b2693b@aol.com>

The Palm Beach County Literacy Coalition has been in existence since 1989.  
It credits its sustainability to several key components such as 150 literacy 
collaborative partnerships, a strong board, skilled staff and diverse funding.  
However, the top two ingredients for long-term success have been putting 
business partners in the leadership of the board and involving major media in every 
aspect of promoting the coalition's work.  The very strong engagement of 
business and the media in all aspects of coalition work has helped to spread 
tremendous awareness of literacy need and literacy solutions.
 
Darlene Kostrub
_www.pbcliteracy.org_ (http://www.pbcliteracy.org) 
551 SE 8th St., Suite 505
Delray Beach, FL 33483
561-279-9103

************************************** See what's free at http://www.aol.com.
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From andy_nash at worlded.org  Tue Jun 26 09:11:27 2007
From: andy_nash at worlded.org (Andy Nash)
Date: Tue, 26 Jun 2007 09:11:27 -0400
Subject: [SpecialTopics 350] Re: clarification?  Community Literacy
Message-ID: <4680D83F020000DA00005CDB@bostongwia.jsi.com>

I think I share this confusion. So far, it seems that we?re defining community literacy as partnerships that focus on building a shared priority of literacy development. Another way to view it is literacy in service to the community. Years ago, we experimented with partnerships between individual classes and community organizations doing work on issues of interest to the students. These included partner organizations working on housing discrimination and day labor issues. The classes developed their language and literacy skills as they learned about and worked on those issues (resulting in a bilingual video about housing discrimination and a community survey on labor issues ? data used to supplement policy papers). Is there a connection between this approach and the kinds of community literacy you?re discussing? 

Andy Nash
World Education

>>> "Isserlis, Janet" <Janet_Isserlis at brown.edu> 06/25/07 9:27 PM >>>
Are we talking about what community literacy is, as viewed through a provider's lens, and/or are we exploring what it is that community literacy - however broadly it may be defined - does for people in communities?

It seems that the key - or a key - to the conversation has to do with access - to information, understandings of systems, decision making and power.

Janet Isserlis

From s.cuban at lancaster.ac.uk  Tue Jun 26 09:35:54 2007
From: s.cuban at lancaster.ac.uk (Cuban, Sondra)
Date: Tue, 26 Jun 2007 14:35:54 +0100
Subject: [SpecialTopics 351] Re: Sustaining Community Literacy Partnerships
In-Reply-To: <c41.1991492b.33b2693b@aol.com>
References: <c41.1991492b.33b2693b@aol.com>
Message-ID: <D110DCC82EC5104B878C0C3E9CC9FDA701E2D31D@exchange-be4.lancs.local>

hi all, I've been following the last couple strands of the conversation,
and thought I'd use this as an opportunity to tell you about my two new
books on this topic. one is partners in literacy: schools and libraries
building communities through technology (co-authored)
http://www.amazon.com/Partners-Literacy-Sondra-Cuban/dp/0807747963. the
other one is: libraries serving new immigrant communities
http://www.amazon.co.uk/Serving-New-Immigrant-Communities-Library/dp/159
1582970/ref=sr_1_3/203-6931350-3907950?ie=UTF8&s=books&qid=1182864801&sr
=1-3 
 
Both deal with adult literacy, ESOL, technologies, sustaining
community-based education and making literacy links across institutions.
Thanks and take care, Sondra

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of DSKostrub at aol.com
Sent: 26 June 2007 14:06
To: specialtopics at nifl.gov
Subject: [SpecialTopics 349] Sustaining Community Literacy Partnerships

The Palm Beach County Literacy Coalition has been in existence since
1989.  It credits its sustainability to several key components such as
150 literacy collaborative partnerships, a strong board, skilled staff
and diverse funding.  However, the top two ingredients for long-term
success have been putting business partners in the leadership of the
board and involving major media in every aspect of promoting the
coalition's work.  The very strong engagement of business and the media
in all aspects of coalition work has helped to spread tremendous
awareness of literacy need and literacy solutions.
 
Darlene Kostrub
www.pbcliteracy.org
551 SE 8th St., Suite 505
Delray Beach, FL 33483
561-279-9103

________________________________

See what's free at AOL.com
<http://www.aol.com?ncid=AOLAOF00020000000503> . 
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From kbyrnes at unitedway-cny.org  Tue Jun 26 10:20:13 2007
From: kbyrnes at unitedway-cny.org (kbyrnes at unitedway-cny.org)
Date: Tue, 26 Jun 2007 10:20:13 -0400
Subject: [SpecialTopics 352] Re: Sustaining Community Literacy Partnerships
References: <c41.1991492b.33b2693b@aol.com>
Message-ID: <3F67DE596027244ABCA24F5D33EC377A5432E4@UWExchange.UNITEDWAY.CNY>

I am impressed Darlene with all that you are doing in Palm Beach.  
 
Please discuss sustainability as it applies to your Coalition in terms of the diverse funding. 
 
 Are you the LEA (Lead Educational Agency) for all Literacy funding?  Do you disburse literacy funds to partners?  Are you the convener when there is a grant opportunity?  If so, tell us how you built that trust level with other providers.  
 
Do you provide the leadership for writing  grants?  Can you identify some of your primary funding streams.   Thanks.
 
Kathy Byrnes
 
 
 
Katherine Byrnes
Coordinator
Family Literacy Alliance of Greater Syracuse
               FLAGS
United Way of Central New York
518 James Street
PO Box 2129
Syracuse, New York 13203
Phone 315 428 2241
Fax    315 428 2227
www.flags-cny.org <http://www.flags-cny.org/> 
 
 

________________________________

From: specialtopics-bounces at nifl.gov on behalf of DSKostrub at aol.com
Sent: Tue 6/26/2007 9:06 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 349] Sustaining Community Literacy Partnerships

The Palm Beach County Literacy Coalition has been in existence since 1989.  It credits its sustainability to several key components such as 150 literacy collaborative partnerships, a strong board, skilled staff and diverse funding.  However, the top two ingredients for long-term success have been putting business partners in the leadership of the board and involving major media in every aspect of promoting the coalition's work.  The very strong engagement of business and the media in all aspects of coalition work has helped to spread tremendous awareness of literacy need and literacy solutions.
 
Darlene Kostrub
www.pbcliteracy.org <http://www.pbcliteracy.org/> 
551 SE 8th St., Suite 505
Delray Beach, FL 33483
561-279-9103

________________________________

See what's free at AOL.com <http://www.aol.com/?ncid=AOLAOF00020000000503> . 
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From joan at ipns.com  Tue Jun 26 11:24:11 2007
From: joan at ipns.com (Joan Guthrie Medlen)
Date: Tue, 26 Jun 2007 09:24:11 -0600 (MDT)
Subject: [SpecialTopics 353] Defining Community LIteracy to include people
 with intellectual and developmental disabilities
In-Reply-To: <3F67DE596027244ABCA24F5D33EC377A5432E4@UWExchange.UNITEDWAY.CNY>
References: <c41.1991492b.33b2693b@aol.com>
	<3F67DE596027244ABCA24F5D33EC377A5432E4@UWExchange.UNITEDWAY.CNY>
Message-ID: <4891.208.54.15.1.1182871451.squirrel@webmail.ipns.com>

Hi,

My name is Joan Guthrie Medlen. I'm a registered dietitian working
primarily with people with intellectual and developmental disabilities in
the area of health promotion. I am thrilled to see a topic of "Community
Literacy." I have been involved in "health literacy" for a couple of
years. This is my first exposure to the notion of community literacy,
which is something I work with daily in supporting people with
intellectual and developmental disabilities (I/DD) and their network of
direct support pro9viders and family members.

Based on my experiences with health literacy, I suspect that issues
for including this population in the discussion about community literacy
is are similar to the including them in health literacy.

There is a body of literature regarding teaching literacy skills to people
with intellectual and developmental disabilities, but it is limited to the
classroom. The vast majority of adults living in the community did not
benefit from an effective literacy program, though they are interested in,
and able to continue to learn literacy skills. There is a great
community-based book club for people with I/DD that is showing the
interest in books, reading, and litearcy skills is common, but access and
support is very limited (www.nextchapterbookclub.org).

I am wondering if anyone has any experience with tools that improve
community literacy for people with intellectual and developmental
disabilities (I/DD). This is especially important as there is a push (a
good one) to move away from institutional,group living situations to more
community situations. However, community living makes literacy issues - of
all types (symobl-based, sign language, computer assisted litearcy) - a
very important piece of being able to navigate life successfully.

In addition, special educators have broadened the definition of "literacy"
to include symbol-based literacy and computer assisted literacy. In health
litearcy, the definition has been broadened to include the ability to use
the information avaialble - thus including actions based on what the
person understands. (Health literacy is the ability to find, understand,
and use health information to improve health).

Is there any research or practice in
a) basic issues of community literacy for people with I/DD,
b) use of the typical supports for literacy for people with I/DD as found
with AAC and special education in efforts of community literacy?
c) use of positive behavior supports as a way to improve community literacy?

And last, what are your thoughts and feelings about including the issues
related to this group? Many of the issues they face are similar to those
faced by the elderly (with increasing dementia and need for caregivers),
people learning English as a second language, and those with low literacy
skills.

I'm excited to hear this special topics discussion. Thank you for your
good work!

Sincerely,

Joan
-----
Joan Guthrie Medlen, RD, LD
Healthy Lifestyle Coaching for All Ages and Stages
www.DownSyndromeNutrition.com
Clinical Advisor for Health Literacy and Communications,
Special Olympics, Inc.

From jcarter at dclearns.org  Tue Jun 26 10:52:23 2007
From: jcarter at dclearns.org (Jeff Carter)
Date: Tue, 26 Jun 2007 10:52:23 -0400
Subject: [SpecialTopics 354] Re: clarification?  Community Literacy
In-Reply-To: <20EC1BB15C09F340A09A79FA1DBF970602403A06@MAIL3.AD.Brown.Edu>
References: <1A70718E73BADA4EA9661356069ABA98014C415A@server10>
	<46805A1C.3040704@comcast.net>
	<20EC1BB15C09F340A09A79FA1DBF970602403A06@MAIL3.AD.Brown.Edu>
Message-ID: <EC6AC4CA-FCFA-48C0-BE05-AB37EC1DC0E4@dclearns.org>

 From my perspective, the phrase "community literacy" is most useful  
if it's used as a way to get people thinking about the role/impact of  
their literacy work in their respective communities, and for  
communities to think about how literacy impacts their community.

I don't think I would recommend employing the phrase as a term to  
simply describe all the available venues for literacy services in a  
given community beyond those provided by the school system or  
community college systems. At least that wouldn't be useful to us  
here in D.C.

Jeff

-----------
Jeff Carter
Executive Director

DC LEARNs
1612 K Street, NW
Suite 300
Washington, DC 20006

www.dclearns.org
jcarter at dclearns.org
202-331-0141 ext. 22

On Jun 25, 2007, at 9:27 PM, Isserlis, Janet wrote:

> Are we talking about what community literacy is, as viewed through  
> a provider's lens, and/or are we exploring what it is that  
> community literacy - however broadly it may be defined - does for  
> people in communities?

From jcarter at dclearns.org  Tue Jun 26 12:22:58 2007
From: jcarter at dclearns.org (Jeff Carter)
Date: Tue, 26 Jun 2007 12:22:58 -0400
Subject: [SpecialTopics 355] Re: clarification?  Community Literacy
In-Reply-To: <4680D83F020000DA00005CDB@bostongwia.jsi.com>
References: <4680D83F020000DA00005CDB@bostongwia.jsi.com>
Message-ID: <9CCC86CE-4856-465C-826F-D98C006CC22A@dclearns.org>

Is it possible to come up with a useful definition that encompasses  
both of these things: shared priority of literacy development within  
communities and literacy in service to the community?

What they might have in common is that they both suggest some kind of  
relationship between literacy development and community needs and goals.

Jeff

-----------
Jeff Carter
Executive Director

DC LEARNs
1612 K Street, NW
Suite 300
Washington, DC 20006

www.dclearns.org
jcarter at dclearns.org
202-331-0141 ext. 22

On Jun 26, 2007, at 9:11 AM, Andy Nash wrote:

> I think I share this confusion. So far, it seems that we?re  
> defining community literacy as partnerships that focus on building  
> a shared priority of literacy development. Another way to view it  
> is literacy in service to the community. Years ago, we experimented  
> with partnerships between individual classes and community  
> organizations doing work on issues of interest to the students.  
> These included partner organizations working on housing  
> discrimination and day labor issues. The classes developed their  
> language and literacy skills as they learned about and worked on  
> those issues (resulting in a bilingual video about housing  
> discrimination and a community survey on labor issues ? data used  
> to supplement policy papers). Is there a connection between this  
> approach and the kinds of community literacy you?re discussing?
>
> Andy Nash
> World Education
>
>
>>>> "Isserlis, Janet" <Janet_Isserlis at brown.edu> 06/25/07 9:27 PM >>>
> Are we talking about what community literacy is, as viewed through  
> a provider's lens, and/or are we exploring what it is that  
> community literacy - however broadly it may be defined - does for  
> people in communities?
>
> It seems that the key - or a key - to the conversation has to do  
> with access - to information, understandings of systems, decision  
> making and power.
>
> Janet Isserlis
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to jcarter at dclearns.org

From literacyworksmer at ameritech.net  Tue Jun 26 12:33:31 2007
From: literacyworksmer at ameritech.net (Literacy Works - Betsy Rubin)
Date: Tue, 26 Jun 2007 10:33:31 -0600
Subject: [SpecialTopics 356] Re: Community Literacy
References: <cab.1502c150.33b1ea32@aol.com>
Message-ID: <00ae01c7b80f$bc7f7b80$5f01a8c0@Betsy>

>The cities that have developed community literacy plans have involved all sectors and stakeholders in the planning process, have included learners of all ages, and have embraced the concept of community wide literacy infusion. <

Margaret,

Hello, thanks for mentioning the importance of systemic change. I'd like to learn more about what's happening now and would be eager to hear details.
  a.. Could you (or any listserv subscriber) share examples of some cities that have implemented comprehensive community literacy plans?  
  b.. Do you know of URLs to web resources describing any of these cities and their plans?  
  c.. How do such plans determine that literacy levels are increasing? If these plans have the goal of 100% literacy, how soon are they expected to achieve that, and are there benchmarks along the way?
Thanks!

Betsy Rubin
Literacy Works
Chicago, IL
www.litworks.org
  ----- Original Message ----- 
  From: DoughtyHRC at aol.com 
  To: specialtopics at nifl.gov 
  Sent: Monday, June 25, 2007 10:04 PM
  Subject: [SpecialTopics 346] Re: Community Literacy

  Hi All -  If we believe in educational equity the concept of 100 percent literacy is critical to our vision for the future.  In many communities I hear benchmark discussion taking place leading incrementally toward a community wide vision.  The idea of setting community benchmarks to increase literacy levels by 5% or 25% is very commendable but what happens to those who fall outside that target?  When does literacy get raised to a top priority where the value of education is elevated throughout all neighborhoods because individuals and families have evidence that it does make a difference?  Margery, I think this is where community power dynamics are so important.  We can help raise literacy levels for those we can cream from the top, look as if we are doing a good job, but still not impact those who would most benefit.  

   

  This is where community literacy can make its mark.  Community literacy cannot just be a collection of providers if it to make substantive change.  It must be a ?system? as you suggest David.  The cities that have developed community literacy plans have involved all sectors and stakeholders in the planning process, have included learners of all ages, and have embraced the concept of community wide literacy infusion.  With a blueprint to guide progress there is also a framework to move away from reliance on vertical silos and collaborate horizontally across program types and funding streams.  This includes all levels from block clubs to neighborhood centers, zip code projects to city halls and business board rooms.  Where each stakeholder endorses and implements a part of the plan and funders align their giving to support specific goals in the plan ownership can begin to belong to the community at large.  In the early 1990?s there were only a dozen or so literacy coalitions.  There are currently over 75 that I know of and probably many more that are working to position literacy as a top community priority, some very successfully.

   

  Margaret

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  See what's free at AOL.com. 

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From rene at brchamber.org  Tue Jun 26 11:53:09 2007
From: rene at brchamber.org (Rene Greer)
Date: Tue, 26 Jun 2007 10:53:09 -0500
Subject: [SpecialTopics 357] Re: Community Literacy
In-Reply-To: <B8E5E9B6A8D7BA4DACE49CE054AC39241DA332@sbserver.SDCOL.local>
References: <B8E5E9B6A8D7BA4DACE49CE054AC39241DA332@sbserver.SDCOL.local>
Message-ID: <204F5E948B5B01468977DDC92CE316C0D1ABEB@bracexch.gbrccdom.brchamber.org>

Jose',
I am very new to the literacy issue in terms of leading the effort for
our community as Interim Executive Director for about two months,
although I served on the Board of Directors previously.  On top of that,
our Literacy Coalition just launched officially in the last year.  One
of the big challenges we face is answering the question for community
leaders "why should I care?"  We really do need proof that this will
indeed impact crime, families, businesses, etc.  Most of them recognize
the need to invest in K-12 education and even at the community college
and university level, but their attitude towards adult education is not
so warm.  How can I say it best...there tends to be a tendency for them
to "judge" adults who lack basic and workplace skills as lazy, etc. and
there is more resistence to the idea of supporting adults who seek
improved literacy skills.  Our literacy levels are staggering...with an
estimated 35% of our population in the Greater Baton Rouge area
functioning at the below basic level.
 
The positive is that our community has embarked on a real effort to
become a "learning community."  Our chamber and industry alliance
recently released a workplace report that shows there is a hidden
workforce in our community of about 100,000 people -- many who need some
type of training to enter the workplace or be promoted.  Our community
is facing a labor shortage in terms of qualified workers.   
 
We have an opportunity to tie this to literacy.  You say there is "data
to prove this is true" ...I'm assuming this is national data?   I'm sure
this is obvious the rest of you who have been doing this for a while.
Please excuse my learning curve.

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Jose Cruz
Sent: Monday, June 25, 2007 12:43 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 340] Re: Community Literacy

The adult education and literacy community has been saying for years
that its work is the key to healthy families, communities, and
businesses.  We have the data to show that this is true.

 

We have to appreciate that when we bring the literacy element to those
who represent various aspects of our community, as Darlene said,
"...business, the media, literacy providers, local education
institutions, government, chambers of commerce, faith-based
organizations, civic clubs among others,"  we get a response and create
an opportunity to have an impact on agencies, institutions, and those
they serve.  We put ourselves in a position to deal with community
problems that are rooted in low self-esteem and low-level literacy
skills...and that never seem to go away.  

 

The opportunities to engage in genuine collaborations with the
non-literacy community are numerous.  We have to step out of the big
literacy box and take what we do into the big community box...to
generate real solutions to problems.  We have to act in response to our
belief that literacy is vital to a higher quality of functioning in our
communities.

 

Jose

 

Jose L. Cruz

Chief Executive Officer

San Diego Council on Literacy

2515 Camino del Rio S., Ste. 125

San Diego, CA 92108

P: 619-574-1641, ext. 103

F: 619-491-9242

E: jcruz at literacysandiego.org <mailto:jcruz at literacysandiego.org> 

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

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of DSKostrub at aol.com
Sent: Monday, June 25, 2007 7:23 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 335] Community Literacy

 

David, thank you for initiating this discussion around a vital topic.

 

One of the key goals of community literacy is to help position literacy
at the top of the community's agenda so that everyone will understand
that one of the best ways to address crime, poverty, teen pregnancy and
so many other social issues is through making literacy resources and
programs available to all those with limited literacy and English
skills.

 

Key community literacy stake holders include business, the media,
literacy providers, local education institutions,  government, chambers
of commerce, faith-based organizations, civic clubs among others.

 

Darlene Kostrub

________________________________

See what's free at AOL.com
<http://www.aol.com?ncid=AOLAOF00020000000503> . 

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From Sandra.Grant at schools.utah.gov  Tue Jun 26 11:54:32 2007
From: Sandra.Grant at schools.utah.gov (Grant, Sandra)
Date: Tue, 26 Jun 2007 09:54:32 -0600
Subject: [SpecialTopics 358] Re: Partnerships in an era of competition
In-Reply-To: <380-22007622602144875@earthlink.net>
References: <380-22007622602144875@earthlink.net>
Message-ID: <5DC1D700D91DEF44B143669FCD00299002052A11@Dellirium.usoe.k12.ut.us>

Maybe what communities need is training in community mobilization - how
to get things done. It's a training that the Southwest Center located in
Oklahoma used to do to help communities look at their needs and how to
work together to get them in place. I don't know if the center is still
in existence but we do have a trainer in Utah that used to work for them
and it has helped a number of communities work together.

Sandra grant

Utah State Office of Education

 

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Debbie Yoho
Sent: Monday, June 25, 2007 6:22 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 345] Partnerships in an era of competition

 

 

Securing federal funds for literacy services is a competitive process,
as is the private grant process.  In light of this, what needs to happen
in a community so that partnerships can flourish?  Perhaps concentrate
on developing projects that either don't cost money or that are funded
by various sources pooled together?

 

 

Debbie Yoho

Division Director, Turning Pages

(formerly the Greater Columbia Literacy Council)

a community service of Volunteers of America Carolinas

803-765-2555 fax 803-799-8417

2728 Devine Street, Columbia, SC 29205

yohogclc at earthlink.net

 

 

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From carole.a.scholl at co.multnomah.or.us  Tue Jun 26 12:01:33 2007
From: carole.a.scholl at co.multnomah.or.us (SCHOLL Carole A)
Date: Tue, 26 Jun 2007 09:01:33 -0700
Subject: [SpecialTopics 359] Re: models of successful collaboration?
Message-ID: <A8BC992059697640B54014809BF0D35206523482@mttabor.co.multnomah.or.us>

Hello from the Londer Learning Center--we're one of the centers profiled in the Community Partnerships in Adult Learning study. We're a center that works exclusively with adults who have been released from prison or jail (and who are on parole/probation), as well as with adults engaged in substance abuse treatment or under court supervision of some sort. Heidi is correct in mentioning a common goal. In our case, we've had very successful partnerships due to a common goal--re-entry and rehabilitation. 

We are fully funded by county-operated community corrections, so our partners are judges and POs, but also all the local drug/alcohol treatment centers. Improving their education is a way for our high-risk adults in transition to change their lives--not only in developing skills, but also due to the "pro-social" involvement that a school setting provides, and all the interpersonal skills gained in such a setting. The community colleges and local one-stops also support our work as they cannot provide the services we do to such clientele. 

Unfortunately, it is often difficult for our county to see our unique "public safety" role. Every year when budgets are drawn, we are on a list of programs to be cut. However, it is the support of our community partners that ultimately saves us (so far) from the budgetary axe.  The treatment centers and one-stops are exceptionally vocal in saying that this educational service is vital to the re-entry and rehabilitation efforts that everyone is engaged in.

Carole Scholl
Manager, Londer Learning Center
Multnomah County Dept. of Community Justice
Portland, Oregon
http://www.co.multnomah.or.us/dcj/acjlonder.shtml

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Wrigley, Heide
Sent: Monday, June 25, 2007 5:21 PM
To: Kathy Chernus; specialtopics at nifl.gov
Subject: [SpecialTopics 348] models of successful collaboration?

Hi, Kathy! Nice to see you on-line. 

Kathy is there a particular community that stands out in your study as having a particularly successful collaboration? I'm knee deep in issues around immigrant integration and I wonder what particular approaches create a win-win situation for all community partners. 

I'm aware of partnerships that are in name only, as everyone gets together ostensibly to collaborate but then nothing much happens beyond talk. As a panelist at the Spokane conference on transitions mentioned (and I paraphrase)"agencies often want others to collaborate but are unwilling to give on turf issues. The message sent is - we'll be happy to use your money to do something special, but we need all of our monies to do what we are already doing. Partners need to realize that on some issues you come out ahead in a collaboration and in others you don't."

The question is of course for the entire list: What does it take to build successful partnerships around a common goal and what are examples of partnerships that work because there is significant "value added" through the collaboration that results in better opportunities for community members. 

Cheers 

Heide 

Heide Spruck Wrigley 
LiteracyWork International 
Mesilla, New Mexico 

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
Sent: Monday, June 25, 2007 12:53 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 341] Re: Community Literacy Discussion Begins

Hi everyone. David, thank you for convening this discussion and inviting me to participate.  

In the Community Partnerships for Adult Learning (C-PAL) study of community partnerships that support adult education, we found that community literacy looks quite different from community to community (see http://www.c-pal.net/profiles/index.html).  For example, there are a variety of types of organizations that partner and may include one or several providers; they may serve a specific population or anyone in the community with adult literacy or English language and literacy needs; some have formal agreements but others have no infrastructure. That said, they share a common commitment to adult learners in need of literacy services. Many recognize the connections between adult literacy, workforce development, and economic development.  The purpose of these partnerships is to increase the availability and quality of adult education and other literacy services.

In the partnerships we studied, the partners who come together to support adult literacy include: adult education providers (local school systems, community colleges, libraries, community-based and faith-based organizations, public housing facilities, correctional facilities, etc.), businesses, state and local government, workforce development and social service agencies, public housing facilities, and other community organizations.

Hope this is helpful.

Kathy Chernus

On Sunday, June 24, 2007 7:29 PM, David J. Rosen <djrosen at comcast.net> wrote:
>
>Dear Community Literacy Discussion Colleague,
>
>
>On Monday?we begin a discussion of adult and family community literacy. 
>First I would like to thank our guests: Margaret Doughty, Carl?
>Guerriere, Petrice Sams- Abiodun, Darlene Kostrub, Jeff Carter,?and 
>Kathy Chernus. You can learn more about them by going to?
>http://tinyurl.com/23nvye )
>
>
>Here's how the National Institute for Literacy Special Topics 
>discussion list works:
>
>
>* A discussion opens and a few days later it closes.? Between 
>discussions there are usually no messages posted until the next 
>discussion is ready to begin.
>
>
>* A discussion is carried on by e-mail. As a subscriber all of the 
>messages will be sent to your e-mail.? These might include information, 
>questions, replies to questions, comments and expansions, further 
>explanations, requests for more detail, comments on other perspectives, 
>and more. Sometimes a discussion with guests consists of just questions 
>to the guests and their answers, but I will try to encourage real 
>discussion, especially since we have other experts in community 
>literacy among our participants.
>
>
>* You will probably get a lot of e-mail from the Special Topics 
>discussion list each day for the next five days!? You might decide to 
>skim the messages, read through the ones that especially interest you, 
>and save the rest to read later. Every message is also archived at 
>http://www.nifl.gov/pipermail/specialtopics/2007/date.html
>
>
>* You can get all the day's postings in one message each day, in 
>"digest format".? To find out how you can set your subscription to do 
>that, go to 
>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>
>
>* When you want to send a message, email it to specialtopics at nifl.gov 
>and it will go out to everyone who has subscribed. Please check before 
>you send it that the Subject line of the message is correct for your 
>message, that is, if your message is a continuation of a discussion 
>strand, leave it as is; however, if you are introducing a new topic or 
>strand, then give it a Subject title that concisely and accurately
>reflects the new content area of your message.
>
>
>We have several hundred people who are subscribed for this discussion, 
>so we won't do introductions of participants. The bios at?
>http://tinyurl.com/23nvye are your introductions to our guests.? We 
>have a lot of questions to discuss this week -- and you may want to 
>post more questions -- so we'll get started now with the questions 
>below to our quests.
>
>
>We'll begin by discussing what Community Literacy is.? There will be 
>many variations on the definition, of course, and definitions in this 
>discussion will focus on adult and family community literacy, not just 
>schools reaching out to engage parents in the literacy of their 
>children.
>
>
>I would like to ask our guests to address the following question from 
>their experience, from research,? and/or from their professional 
>wisdom:
>
>
>What is Community Literacy?
>?
>* What does community adult and family literacy mean?
>?
>* What are the purposes and goals of community literacy?
>?
>* Why is community literacy important?
>?
>* Typically, who are the key community literacy stake holders?
>
>
>On Tuesday we will go on to this question:??How are Community Literacy 
>Coalitions Developed and Sustained? I?will also post subscribers' 
>messages from Monday with their thoughts about what community literacy 
>is.
>
>
>David J. Rosen
>Special Topics Discussion Moderator
>djrosen at comcast.net
>
>
>
>
>
>
>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to heide at literacywork.com
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to carole.a.scholl at co.multnomah.or.us

From jcarter at dclearns.org  Tue Jun 26 13:07:01 2007
From: jcarter at dclearns.org (Jeff Carter)
Date: Tue, 26 Jun 2007 13:07:01 -0400
Subject: [SpecialTopics 360] Re: Day Two: Developing and Sustaining
	Community Literacy Coalitions
In-Reply-To: <457B2A3A-85BE-4B8C-8C42-4C633ADC30B2@comcast.net>
References: <91C44B34-9ED0-48E7-8505-A9D8B50FBF2F@comcast.net>
	<457B2A3A-85BE-4B8C-8C42-4C633ADC30B2@comcast.net>
Message-ID: <657895B3-DAAD-49AB-B808-64E5B218B353@dclearns.org>

On Jun 26, 2007, at 12:05 AM, David J. Rosen wrote:

> Community Literacy Discussion Colleagues,
>
> Welcome to those who have joined the discussion after it began. The  
> message below tells you where you can see the archived messages so  
> you can quickly catch up.
>
> Our question for Tuesday is:  How are Community Literacy Coalitions  
> Developed and Sustained?

D.C. LEARNs was created over ten years ago in response to drastic  
budget cuts made to adult literacy in the District at that time. A  
crisis is a great way to bring people together, although surely not  
the most desirable method. Nonetheless, myy guess is that we are not  
the only coalition that came together in this way.

The trick for a coalition formed in this way is to figure out how to  
keep going after the crisis is over. I think D.C. LEARNs suffered for  
a period because they had not really defined a role for the coalition  
post-crisis. About two years ago, after I had come on board, our  
board and our coalition members developed a new strategic plan that  
has been essential tool in defining who we are to the community and  
in keeping us focused. For those who are interested, you can take a  
look at it here:

<http://www.dclearns.org/documents/spfinal.pdf>

> 1) Mac users, if you had trouble downloading or viewing the  
> presentations from the National Institute for Literacy Community  
> Literacy Summit, try using a browser other than Safari, for example  
> Firefox or Internet Explorer.
> http://www.nifl.gov/nifl/community/communityliteracy.html

Or, using Safari, you can control-click the link and select "Save  
Linked File As..." to download the file and then open it in  
PowerPoint (Safari will want to append ".txt" to the file. Make sure  
that the file name ends in ".pps" or the Mac won't recognize it as a  
PowerPoint file.) In any case, whether you use Safari or Firefox,  
you'll need PowerPoint to open the files.

Jeff

-----------
Jeff Carter
Executive Director

DC LEARNs
1612 K Street, NW
Suite 300
Washington, DC 20006

www.dclearns.org
jcarter at dclearns.org
202-331-0141 ext. 22
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From amandaleslie-spinks at islandnet.com  Tue Jun 26 13:40:29 2007
From: amandaleslie-spinks at islandnet.com (Amanda Leslie-Spinks)
Date: Tue, 26 Jun 2007 10:40:29 -0700
Subject: [SpecialTopics 361]  Community literacy
Message-ID: <00a201c7b819$16f003b0$6400a8c0@your3a4470ebc6>

Hello everyone.

I think that grasping community literacy can be a question of grasping all those intangibles in the word "community" first. In other words, "community literacy" must be more that an inventory of all the services and/or providers in a given area, although those inventories are important. (They can be the first step in finding the cracks that so many learners fall through, if they are not the right age, don't live in an accessible area, don't have the right employment or health status etc.--all the barriers that come up as a result of discreet public funding "pockets", competitive grant policies etc.) 

In trying to think through the specificity of "community literacy", it helps me to start from broad ideas of community. For instance, I think community is something sustained--something that provides an ongoing context for work. Even when funding is short-term, community seems to be an ongoing resource pool of ideas and energy and values. "Community" also seems to be about things like participation, awareness, quality of life, non-commercial values. From this starting point, "blue sky" thinking about what community literacy could look like includes seeing learners (a group that includes everyone) in the context of community. Designing literacy support services for people in a human context should work better than designing services for people who are being fitted into rigid and changeable funding contexts, or into competitive provider-driven definitions of services. 

A little idealism can be a good thing!

Amanda Leslie-Spinks

Regional Literacy Coordinator;

Victoria Region, B.C.

Canada
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From williamsk at readingworks.net  Tue Jun 26 14:10:08 2007
From: williamsk at readingworks.net (Karen Williams)
Date: Tue, 26 Jun 2007 11:10:08 -0700
Subject: [SpecialTopics 362] Re: Community Literacy
In-Reply-To: <4DF18FD5-4C0C-49C8-B1E4-AA38CD5937DF@comcast.net>
Message-ID: <01e601c7b81d$3b14a6c0$6801a8c0@KAREN>

This has been an interesting discussion for me because I have been invited
to the table of our Workforce Investment Board and another Workforce
Collaborative in our community.  I am able to bring the issue of literacy to
the table and integrate it in the decisions that are made about developing
and training our workforce.  In fact, they are looking to our organization
to direct the development of a new workforce training academy they want to
open in the coming year.  When I approached my board today with the idea,
they wanted to make sure we stayed focused on our goal of being about
literacy but at the same time be open to being used for the greater goal of
workforce preparedness.  I think the arena of workforce preparedness is a
great one for community literacy and there is money which can be put toward
it.  Our organization has positioned itself to receive referrals from our
welfare department and employment department whenever there is a reading or
math assessment given for all those scoring in the remedial levels. I see us
as the gatekeeper watching over those who would be "cast aside" because they
lacked sufficient literacy and math skills and helping them feel empowered
to learn and succeed in passing in the future.

Karen Williams, Director
Stanislaus Literacy Center
1224 I Street
Modesto, CA  95354
Phone: 209-522-0656 Fax: 209-522-0658

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of David J. Rosen
Sent: Monday, June 25, 2007 8:33 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 343] Re: Community Literacy

Hello Darlene,

I wonder if you have some examples of how literacy coalitions are  
doing this -- positioning literacy at the top of the community's agenda.

Thanks,

David

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

On Jun 25, 2007, at 10:23 AM, DSKostrub at aol.com wrote:

> David, thank you for initiating this discussion around a vital topic.
>
> One of the key goals of community literacy is to help position  
> literacy at the top of the community's agenda so that everyone will  
> understand that one of the best ways to address crime, poverty,  
> teen pregnancy and so many other social issues is through making  
> literacy resources and programs available to all those with limited  
> literacy and English skills.
>
> Key community literacy stake holders include business, the media,  
> literacy providers, local education institutions,  government,  
> chambers of commerce, faith-based organizations, civic clubs among  
> others.
>
> Darlene Kostrub
>
>
>
> See what's free at AOL.com.
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to williamsk at readingworks.net

From kchernus at mprinc.com  Tue Jun 26 15:13:40 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 26 Jun 2007 15:13:40 -0400
Subject: [SpecialTopics 363] Re: models of successful collaboration?
Message-ID: <1118231971kchernus@mprinc.com>

Hi Heide and everyone.  You?ve clearly articulated some of the challenges of partnering we found when we visited twelve communities that have come together to support adult and family literacy a few years ago (Darlene?s Palm Beach County Literacy Coalition was one of the partnerships we visited). I?ll respond to David?s question about what community literacy means separately, but I think true partnerships mean real collaboration and these types of partnerships have the potential to create a system of adult and family literacy within a community. 

When we began searching for promising partnerships, we looked to the literature to identify characteristics of successful partnerships and expanded these after the site visits.  Examples of these include:
-Strong leadership 
-Putting  the needs of the community first
-Broad participation from the community (including adult learners)
-Mutual respect and trust among the partners
-A willingness to give up turf issues 
-Open and frequent communication among the partners
-Flexibility to meet the changing needs of their communities
-Collaboration on many levels, among the leadership and staff
-A diverse funding base

In addition, the partners recognized that the partnerships have to serve the partners as well as the community (one partner described it as ?mutual self-interest?). 

One result of many of partnerships we studied was increased community awareness of and support for adult literacy.  For more details about how and why these partnerships work, you might want to look at Commitment Comes in All Shapes and Sizes, a report that summarizes our findings http://www.c-pal.net/profiles/synthesis.html.

It would be hard to select just one example from these partnerships.  They?re all so different. Some focus on the needs of immigrant and refugees (Heide you might be particularly interested in the Juntos partnership and the Cedar Riverside Adult Education Collaborative), some are part of  a statewide initiative, one is library-based, some are business-driven, some focus on correctional education, and some offer family literacy programs.  Some include one provider and others include several (publicly funded as well as community-based non-profits).  Some are the hub of multiple partnerships (like Palm Beach County Literacy Coalition), and others involve a single partnership.

To view a list of the partnerships that includes brief descriptions and links to the full reports see http://www.c-pal.net/profiles/index.html

Thanks.

Kathy

On Monday, June 25, 2007 8:20 PM, Wrigley, Heide <heide at literacywork.com> wrote:
>Hi, Kathy! Nice to see you on-line. 
>
>Kathy is there a particular community that stands out in your
>study as having a particularly successful collaboration? I'm
>knee deep in issues around immigrant integration and I wonder
>what particular approaches create a win-win situation for all
>community partners. 
>
>I'm aware of partnerships that are in name only, as everyone
>gets together ostensibly to collaborate but then nothing much
>happens beyond talk. As a panelist at the Spokane conference on
>transitions mentioned (and I paraphrase)"agencies often want
>others to collaborate but are unwilling to give on turf issues.
>The message sent is - we'll be happy to use your money to do
>something special, but we need all of our monies to do what we
>are already doing. Partners need to realize that on some issues
>you come out ahead in a collaboration and in others you don't."
>
>The question is of course for the entire list: What does it
>take to build successful partnerships around a common goal and
>what are examples of partnerships that work because there is
>significant "value added" through the collaboration that
>results in better opportunities for community members. 
>
>Cheers 
>
>Heide 
>
>Heide Spruck Wrigley 
>LiteracyWork International 
>Mesilla, New Mexico 
>
>-----Original Message-----
>From: specialtopics-bounces at nifl.gov
>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
>Sent: Monday, June 25, 2007 12:53 PM
>To: specialtopics at nifl.gov
>Subject: [SpecialTopics 341] Re: Community Literacy Discussion
>Begins
>
>Hi everyone. David, thank you for convening this discussion and
>inviting me to participate.  
>
>In the Community Partnerships for Adult Learning (C-PAL) study
>of community partnerships that support adult education, we
>found that community literacy looks quite different from
>community to community (see
>http://www.c-pal.net/profiles/index.html).  For example, there
>are a variety of types of organizations that partner and may
>include one or several providers; they may serve a specific
>population or anyone in the community with adult literacy or
>English language and literacy needs; some have formal
>agreements but others have no infrastructure. That said, they
>share a common commitment to adult learners in need of literacy
>services. Many recognize the connections between adult
>literacy, workforce development, and economic development.  The
>purpose of these partnerships is to increase the availability
>and quality of adult education and other literacy services.
>
>In the partnerships we studied, the partners who come together
>to support adult literacy include: adult education providers
>(local school systems, community colleges, libraries,
>community-based and faith-based organizations, public housing
>facilities, correctional facilities, etc.), businesses, state
>and local government, workforce development and social service
>agencies, public housing facilities, and other community
>organizations.
>
>Hope this is helpful.
>
>Kathy Chernus
>
>
>On Sunday, June 24, 2007 7:29 PM, David J. Rosen <djrosen at comcast.net> wrote:
>>
>>Dear Community Literacy Discussion Colleague,
>>
>>
>>On Monday?we begin a discussion of adult and family community
>>literacy. First I would like to thank our guests: Margaret
>>Doughty, Carl?Guerriere, Petrice Sams- Abiodun, Darlene
>>Kostrub, Jeff Carter,?and Kathy Chernus. You can learn more
>>about them by going to?http://tinyurl.com/23nvye )
>>
>>
>>Here's how the National Institute for Literacy Special Topics
>>discussion list works:
>>
>>
>>* A discussion opens and a few days later it closes.? Between
>>discussions there are usually no messages posted until the next
>>discussion is ready to begin.
>>
>>
>>* A discussion is carried on by e-mail. As a subscriber all of
>>the messages will be sent to your e-mail.? These might include
>>information, questions, replies to questions, comments and
>>expansions, further explanations, requests for more detail,
>>comments on other perspectives, and more. Sometimes a
>>discussion with guests consists of just questions to the guests
>>and their answers, but I will try to encourage real discussion,
>>especially since we have other experts in community literacy
>>among our participants.??
>>
>>
>>* You will probably get a lot of e-mail from the Special Topics
>>discussion list each day for the next five days!? You might
>>decide to skim the messages, read through the ones that
>>especially interest you, and save the rest to read later.
>Every message is also archived at?
>>http://www.nifl.gov/pipermail/specialtopics/2007/date.html??
>>
>>
>>* You can get all the day's postings in one message each day,
>>in "digest format".? To find out how you can set your subscription to do that, go to
>>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>>
>>
>>* When you want to send a message, email it to
>>specialtopics at nifl.gov and it will go out to everyone who has
>>subscribed. Please check before you send it that the Subject
>>line of the message is correct for your message, that is, if
>>your message is a continuation of a discussion strand, leave it
>>as is; however, if you are introducing a new topic or strand,
>>then give it a Subject title that concisely and accurately
>>reflects the new content area of your message.
>>
>>
>>We have several hundred people who are subscribed for this
>>discussion, so we won't do introductions of participants. The
>>bios at?http://tinyurl.com/23nvye are your introductions to our
>>guests.? We have a lot of questions to discuss this week -- and
>>you may want to post more questions -- so we'll get started now
>>with the questions below to our quests.
>>
>>
>>We'll begin by discussing what Community Literacy is.? There
>>will be many variations on the definition, of course, and?
>>definitions in this discussion will focus on adult and family
>>community literacy, not just schools reaching out to engage
>>parents in the literacy of their children.
>>
>>
>>I would like to ask our guests to address the following
>>question from their experience, from research,? and/or from
>>their professional wisdom:
>>
>>
>>What is Community Literacy?
>>?
>>* What does community adult and family literacy mean?
>>?
>>* What are the purposes and goals of community literacy?
>>?
>>* Why is community literacy important?
>>?
>>* Typically, who are the key community literacy stake holders?
>>
>>
>>On Tuesday we will go on to this question:??How are Community
>>Literacy Coalitions Developed and Sustained?
>>I?will also post subscribers' messages from Monday with their
>>thoughts about what community literacy is.?
>>
>>
>>David J. Rosen
>>Special Topics Discussion Moderator
>>djrosen at comcast.net
>>
>>
>>
>>
>>
>>
>>
>>
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go
>>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>Email delivered to kchernus at mprinc.com
>>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to heide at literacywork.com
>
-- 
Kathy Chernus
Director, Adult Education and Literacy
MPR Associates, Inc.
2401 Pennsylvania Avenue, NW
Suite 410
Washington, DC 20037
202/478-1027 x 102
www.mprinc.com

From djrosen1 at comcast.net  Tue Jun 26 15:35:24 2007
From: djrosen1 at comcast.net (David J. Rosen)
Date: Tue, 26 Jun 2007 15:35:24 -0400
Subject: [SpecialTopics 364] Community Literacy Coalitions in Massachusetts
Message-ID: <46816A7C.2000604@comcast.net>

Community Literacy Discussion Colleagues,

I hope we have many more examples -- and in detail -- of community 
literacy coalitions, partnerships, and planning efforts.

I hope that some members of the community planning efforts in 
Massachusetts might talk about their planning coalitions.  Several years 
ago the Massachusetts Department of Education launched and funded a 
multi-year adult and family literacy community planning effort in 
communities across the state.  I participated in the effort in Boston 
for several years, where "community" was broken down into 
"neighborhoods" as well as the city as a whole.  Across the state, if 
programs wanted to be funded by the Department of Education they had to 
work with other adult literacy education (including ESOL) programs and 
with other stake holders such as libraries, corrections, business and 
labor, to produce a community plan for adult and family literacy.  All 
the stake holders had to sign on to the statement of needs and the 
statement of community assets to address the needs. Every community had 
to produce an action plan with concrete steps. In some neighborhoods 
programs began to work closely together to address the gaps, not merely 
to develop referral agreements but to develop shared co-funding 
agreements to offer a community system of services. In some places this 
introduced a new level of organization for literacy -- the community 
level --  that  was driven by community needs for literacy rather than 
for needs as interpreted by a single program.  This has been a lot of 
work --- and the funding was essential to make it successful.  I also do 
not know how well the effort has been sustained over the years.  I hope 
my Massachusetts colleagues who are involved in community literacy 
coalitions might join in to add their perspectives.

David J. Rosen
djrosen at comcast.net

From margeryfreeman at yahoo.com  Tue Jun 26 16:16:38 2007
From: margeryfreeman at yahoo.com (margery freeman)
Date: Tue, 26 Jun 2007 13:16:38 -0700 (PDT)
Subject: [SpecialTopics 365] Re: Community Literacy
In-Reply-To: <cab.1502c150.33b1ea32@aol.com>
Message-ID: <811370.76462.qm@web39813.mail.mud.yahoo.com>

Hi All,
  Margaret alluded to my work around community power dynamics.  I believe that if we're going to develop and sustain strong community literacy partnerships, we have first to understand the dynamics of power that operate in our communities.  Most of us, when we begin working in literacy, start by identifying a community's needs (i.e. who needs literacy skills).  What if we were to begin by looking at the learner community, and analyze what keeps it in place?  That is, what are the institutional dynamics of our communities that depend on keeping things the way they are right now?  For example, what if we take the time to analyze how the social services system depends on having a massive number of poor families with low literacy skills (i.e. it gives us jobs, money, authority, advanced degrees, etc.).  With that understanding, we are able to develop more effective strategies to convince social service agencies to join our community literacy efforts (i.e. together we can
 address inequities in education, reduce disparaties in educational outcomes, etc).
   
  Margery Freeman
    
   
  DoughtyHRC at aol.com wrote:
        Hi All -  If we believe in educational equity the concept of 100 percent literacy is critical to our vision for the future.  In many communities I hear benchmark discussion taking place leading incrementally toward a community wide vision.  The idea of setting community benchmarks to increase literacy levels by 5% or 25% is very commendable but what happens to those who fall outside that target?  When does literacy get raised to a top priority where the value of education is elevated throughout all neighborhoods because individuals and families have evidence that it does make a difference?  Margery, I think this is where community power dynamics are so important.  We can help raise literacy levels for those we can cream from the top, look as if we are doing a good job, but still not impact those who would most benefit.  
   
  This is where community literacy can make its mark.  Community literacy cannot just be a collection of providers if it to make substantive change.  It must be a ???system??? as you suggest David.  The cities that have developed community literacy plans have involved all sectors and stakeholders in the planning process, have included learners of all ages, and have embraced the concept of community wide literacy infusion.  With a blueprint to guide progress there is also a framework to move away from reliance on vertical silos and collaborate horizontally across program types and funding streams.  This includes all levels from block clubs to neighborhood centers, zip code projects to city halls and business board rooms.  Where each stakeholder endorses and implements a part of the plan and funders align their giving to support specific goals in the plan ownership can begin to belong to the community at large.  In the early 1990???s there were only a dozen or so literacy
 coalitions.  There are currently over 75 that I know of and probably many more that are working to position literacy as a top community priority, some very successfully.
   
  Margaret

   
   

    
---------------------------------
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-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
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From doughtyhrc at aol.com  Tue Jun 26 17:13:21 2007
From: doughtyhrc at aol.com (doughtyhrc at aol.com)
Date: Tue, 26 Jun 2007 17:13:21 -0400
Subject: [SpecialTopics 366] Re: models of successful collaboration?
In-Reply-To: <1118231971kchernus@mprinc.com>
References: <1118231971kchernus@mprinc.com>
Message-ID: <8C9864DF57E51F0-1430-5FC2@mblk-d47.sysops.aol.com>

Hi All - I think we are going to need longer than a week to talk through all the great questions and comments!!? When literacy is the tool to achieve the learner and the community goal (and not the goal itself), we can see some examples from other countries that align literacy activities to community planning.? In 'The Race Against Time', Stephen Lewis talks about the education component for parents and children?in fighting the spread of AIDS in a variety of African countries.? I see, on a much smaller scale, community efforts to align health literacy initiatives to broader community plans for increasing literacy in this country as a part of the work of local literacy coalitions.? Last week in Cleveland, the Literacy Cooperative partnered with?the Sisters of Charity Foundation to?introduce planning grants throughout the community to develop a coordinated effort to increase health literacy.? Buffalo Reads included health literacy in the community wide plan and?is collaborating with healthcare agencies, the social service system and literacy providers and learners to determine how best to achieve a healthier community.? Engaging the community in building the solution and providing the convening, the coordination?and the facilitation for the discussion is one activity that many coalitions are doing very well.

Margaret

-----Original Message-----
From: Kathy Chernus <kchernus at mprinc.com>
To: specialtopics at nifl.gov; Wrigley, Heide <heide at literacywork.com>
Sent: Tue, 26 Jun 2007 2:13 pm
Subject: [SpecialTopics 363] Re: models of successful collaboration?

Hi Heide and everyone.  You?ve clearly articulated some of the challenges of 
artnering we found when we visited twelve communities that have come together 
o support adult and family literacy a few years ago (Darlene?s Palm Beach 
ounty Literacy Coalition was one of the partnerships we visited). I?ll respond 
o David?s question about what community literacy means separately, but I think 
rue partnerships mean real collaboration and these types of partnerships have 
he potential to create a system of adult and family literacy within a 
ommunity. 
When we began searching for promising partnerships, we looked to the literature 
o identify characteristics of successful partnerships and expanded these after 
he site visits.  Examples of these include:
Strong leadership 
Putting  the needs of the community first
Broad participation from the community (including adult learners)
Mutual respect and trust among the partners
A willingness to give up turf issues 
Open and frequent communication among the partners
Flexibility to meet the changing needs of their communities
Collaboration on many levels, among the leadership and staff
A diverse funding base
In addition, the partners recognized that the partnerships have to serve the 
artners as well as the community (one partner described it as ?mutual 
elf-interest?). 
One result of many of partnerships we studied was increased community awareness 
f and support for adult literacy.  For more details about how and why these 
artnerships work, you might want to look at Commitment Comes in All Shapes and 
izes, a report that summarizes our findings http://www.c-pal.net/profiles/synthesis.html.
It would be hard to select just one example from these partnerships.  They?re 
ll so different. Some focus on the needs of immigrant and refugees (Heide you 
ight be particularly interested in the Juntos partnership and the Cedar 
iverside Adult Education Collaborative), some are part of  a statewide 
nitiative, one is library-based, some are business-driven, some focus on 
orrectional education, and some offer family literacy programs.  Some include 
ne provider and others include several (publicly funded as well as 
ommunity-based non-profits).  Some are the hub of multiple partnerships (like 
alm Beach County Literacy Coalition), and others involve a single partnership.
To view a list of the partnerships that includes brief descriptions and links to 
he full reports see http://www.c-pal.net/profiles/index.html

hanks.
Kathy

n Monday, June 25, 2007 8:20 PM, Wrigley, Heide <heide at literacywork.com> wrote:
Hi, Kathy! Nice to see you on-line. 

Kathy is there a particular community that stands out in your
study as having a particularly successful collaboration? I'm
knee deep in issues around immigrant integration and I wonder
what particular approaches create a win-win situation for all
community partners. 

I'm aware of partnerships that are in name only, as everyone
gets together ostensibly to collaborate but then nothing much
happens beyond talk. As a panelist at the Spokane conference on
transitions mentioned (and I paraphrase)"agencies often want
others to collaborate but are unwilling to give on turf issues.
The message sent is - we'll be happy to use your money to do
something special, but we need all of our monies to do what we
are already doing. Partners need to realize that on some issues
you come out ahead in a collaboration and in others you don't."

The question is of course for the entire list: What does it
take to build successful partnerships around a common goal and
what are examples of partnerships that work because there is
significant "value added" through the collaboration that
results in better opportunities for community members. 

Cheers 

Heide 

Heide Spruck Wrigley 
LiteracyWork International 
Mesilla, New Mexico 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
Sent: Monday, June 25, 2007 12:53 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 341] Re: Community Literacy Discussion
Begins

Hi everyone. David, thank you for convening this discussion and
inviting me to participate.  

In the Community Partnerships for Adult Learning (C-PAL) study
of community partnerships that support adult education, we
found that community literacy looks quite different from
community to community (see
http://www.c-pal.net/profiles/index.html).  For example, there
are a variety of types of organizations that partner and may
include one or several providers; they may serve a specific
population or anyone in the community with adult literacy or
English language and literacy needs; some have formal
agreements but others have no infrastructure. That said, they
share a common commitment to adult learners in need of literacy
services. Many recognize the connections between adult
literacy, workforce development, and economic development.  The
purpose of these partnerships is to increase the availability
and quality of adult education and other literacy services.

In the partnerships we studied, the partners who come together
to support adult literacy include: adult education providers
(local school systems, community colleges, libraries,
community-based and faith-based organizations, public housing
facilities, correctional facilities, etc.), businesses, state
and local government, workforce development and social service
agencies, public housing facilities, and other community
organizations.

Hope this is helpful.

Kathy Chernus

On Sunday, June 24, 2007 7:29 PM, David J. Rosen <djrosen at comcast.net> wrote:
>
>Dear Community Literacy Discussion Colleague,
>
>
>On Monday?we begin a discussion of adult and family community
>literacy. First I would like to thank our guests: Margaret
>Doughty, Carl?Guerriere, Petrice Sams- Abiodun, Darlene
>Kostrub, Jeff Carter,?and Kathy Chernus. You can learn more
>about them by going to?http://tinyurl.com/23nvye )
>
>
>Here's how the National Institute for Literacy Special Topics
>discussion list works:
>
>
>* A discussion opens and a few days later it closes.? Between
>discussions there are usually no messages posted until the next
>discussion is ready to begin.
>
>
>* A discussion is carried on by e-mail. As a subscriber all of
>the messages will be sent to your e-mail.? These might include
>information, questions, replies to questions, comments and
>expansions, further explanations, requests for more detail,
>comments on other perspectives, and more. Sometimes a
>discussion with guests consists of just questions to the guests
>and their answers, but I will try to encourage real discussion,
>especially since we have other experts in community literacy
>among our participants.??
>
>
>* You will probably get a lot of e-mail from the Special Topics
>discussion list each day for the next five days!? You might
>decide to skim the messages, read through the ones that
>especially interest you, and save the rest to read later.
Every message is also archived at?
>http://www.nifl.gov/pipermail/specialtopics/2007/date.html??
>
>
>* You can get all the day's postings in one message each day,
>in "digest format".? To find out how you can set your subscription to do that, 
o to
>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>
>
>* When you want to send a message, email it to
>specialtopics at nifl.gov and it will go out to everyone who has
>subscribed. Please check before you send it that the Subject
>line of the message is correct for your message, that is, if
>your message is a continuation of a discussion strand, leave it
>as is; however, if you are introducing a new topic or strand,
>then give it a Subject title that concisely and accurately
>reflects the new content area of your message.
>
>
>We have several hundred people who are subscribed for this
>discussion, so we won't do introductions of participants. The
>bios at?http://tinyurl.com/23nvye are your introductions to our
>guests.? We have a lot of questions to discuss this week -- and
>you may want to post more questions -- so we'll get started now
>with the questions below to our quests.
>
>
>We'll begin by discussing what Community Literacy is.? There
>will be many variations on the definition, of course, and?
>definitions in this discussion will focus on adult and family
>community literacy, not just schools reaching out to engage
>parents in the literacy of their children.
>
>
>I would like to ask our guests to address the following
>question from their experience, from research,? and/or from
>their professional wisdom:
>
>
>What is Community Literacy?
>?
>* What does community adult and family literacy mean?
>?
>* What are the purposes and goals of community literacy?
>?
>* Why is community literacy important?
>?
>* Typically, who are the key community literacy stake holders?
>
>
>On Tuesday we will go on to this question:??How are Community
>Literacy Coalitions Developed and Sustained?
>I?will also post subscribers' messages from Monday with their
>thoughts about what community literacy is.?
>
>
>David J. Rosen
>Special Topics Discussion Moderator
>djrosen at comcast.net
>
>
>
>
>
>
>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to heide at literacywork.com

- 
athy Chernus
irector, Adult Education and Literacy
PR Associates, Inc.
401 Pennsylvania Avenue, NW
uite 410
ashington, DC 20037
02/478-1027 x 102
ww.mprinc.com
-------------------------------
ational Institute for Literacy
pecial Topics mailing list
pecialTopics at nifl.gov
o unsubscribe or change your subscription settings, please go to 
ttp://www.nifl.gov/mailman/listinfo/SpecialTopics
mail delivered to doughtyhrc at aol.com

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From kchernus at mprinc.com  Tue Jun 26 16:16:08 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 26 Jun 2007 16:16:08 -0400
Subject: [SpecialTopics 367] Re: Community Literacy Coalitions in
	Massachusetts
Message-ID: <1118235718kchernus@mprinc.com>

The Juntos partnership in Holyoke, MA is one of the coalitions that resulted from the state community planning effort you mentioned, David.  With funding from the state, Juntos produced an initial Adult Basic Education Assets and Needs Statement in 1999 that examined the status of adult education in the community and found that more adult education services were needed by the large numbers of Holyoke?s adults with low literacy skills who were not being served.  

Juntos is a six-member partnership that provides adult basic education (ABE), adult secondary education, English language and literacy, college transition, computer and family literacy, and vocational training and job search services to adults.  The Juntos partners include the public school system?s Holyoke Adult Learning Opportunity Center (HALO), the ABE-to-College Transition and Mentor Program at Holyoke Community College, and four community organizations ? the Community Education Project (CEP), the Community Adolescent Resource and Education (Care) Center, the New England Farmworkers Council, and the Massachusetts Career Development Institute (MCDI).

The following describes the roles of the partners:

- Holyoke Public Schools serves as lead agency, provides funding and in-kind support to Juntos, and operates the Holyoke Adult Learning Opportunities (HALO) Center. 

-CEP offers ESL, Native Language literacy in Spanish, an ABE-to-College Transition Program, and computer and family literacy classes.
 
-The Care Center offers education, GED preparation classes in English or Spanish, and support services to teenage mothers and their families.

-Holyoke Community College provides support for adult learners in making the transition from adult education to higher education through their Mentor Program. The program enlists former ABE students who have successfully moved on to college to serve as mentors to current ABE/ESL/GED students.
 
-The New England Farmworkers Council provides adult education, ESL, and workplace skills instruction in Spanish and English.  
 
-MDCI offers ABE, ESL, vocational training, job placement, and counseling services.

The coordinators from each of the six organizations serve as the main governance structure of Juntos.  They work together to develop the partnership?s approach to funding, community planning, service coordination, and staff and program development. An advisory council representing a variety of key education and workforce development organizations, including the local school board, the One-Stop Center, local employers, the Chamber of Commerce, UMASS?s University without Walls, a social services and childcare agency, current and former adult learners, and the partners, help with long-term community planning. The council also advises Juntos on issues such as workforce development and accountability.  

Adult education services also are no longer duplicated; the partners have streamlined their course offerings, identified gaps in services, and added new courses to fill the gaps.  Each provider has its niche; they are complementary rather than competitive.  Juntos publishes a course schedule that includes all the classes offered by each partner.  Learners can make a natural progression from one program to the next, depending on their needs and goals.  In 2002, the year before the Community Partnerships for Adult Learning (C-PAL) project visited them, the partners were able to offer 250 spaces for adults in need of adult education services, an increase of 100 percent since the partnership began.

The partners found that eligibility requirements for grants often favor partnerships. Since the formation of Juntos, the partner organizations have been more successful in attracting funding, especially grant money. Rather than starting from scratch when writing grant proposals, they have the information gathered for the community Assets and Needs Statement available to give them a better understanding of what the community needs.  During the late 1990?s when Massachusetts? statewide ABE programs experienced an overall loss of approximately 10 percent in public funding, due to economic conditions, Holyoke?s ABE system actually experienced an increase in both public and private investment.

Each partner has different community connections that it brings to Juntos.  As a result, the partnership is linked to a wider range of community residents, organizations, service providers, educational institutions, businesses, and government officials than it would be without each partner?s connections.  In addition, the partnership has gained increased visibility and support within Holyoke because of its advisory council.  Council members can reach people in the city and state with whom the partners individually might not have much contact.

This information is taken from C-PAL?s Juntos partnership profile.  If you?d like to read the full report, go to http://www.c-pal.net/profiles/massachusetts.html and click on either the html or pdf versions.  

Hope that subscribers to the list from Juntos will update us on  how the partnership has grown and changed since our visit.

Kathy Chernus

On Tuesday, June 26, 2007 3:35 PM, David J. Rosen <djrosen1 at comcast.net> wrote:
>Community Literacy Discussion Colleagues,
>
>I hope we have many more examples -- and in detail -- of community 
>literacy coalitions, partnerships, and planning efforts.
>
>I hope that some members of the community planning efforts in 
>Massachusetts might talk about their planning coalitions.  Several years 
>ago the Massachusetts Department of Education launched and funded a 
>multi-year adult and family literacy community planning effort in 
>communities across the state.  I participated in the effort in Boston 
>for several years, where "community" was broken down into 
>"neighborhoods" as well as the city as a whole.  Across the state, if 
>programs wanted to be funded by the Department of Education they had to 
>work with other adult literacy education (including ESOL) programs and 
>with other stake holders such as libraries, corrections, business and 
>labor, to produce a community plan for adult and family literacy.  All 
>the stake holders had to sign on to the statement of needs and the 
>statement of community assets to address the needs. Every community had 
>to produce an action plan with concrete steps. In some neighborhoods 
>programs began to work closely together to address the gaps, not merely 
>to develop referral agreements but to develop shared co-funding 
>agreements to offer a community system of services. In some places this 
>introduced a new level of organization for literacy -- the community 
>level --  that  was driven by community needs for literacy rather than 
>for needs as interpreted by a single program.  This has been a lot of 
>work --- and the funding was essential to make it successful.  I also do 
>not know how well the effort has been sustained over the years.  I hope 
>my Massachusetts colleagues who are involved in community literacy 
>coalitions might join in to add their perspectives.
>
>David J. Rosen
>djrosen at comcast.net
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

-- 
Kathy Chernus
Director, Adult Education and Literacy
MPR Associates, Inc.
2401 Pennsylvania Avenue, NW
Suite 410
Washington, DC 20037
202/478-1027 x 102
www.mprinc.com

From djrosen at comcast.net  Wed Jun 27 06:06:31 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 27 Jun 2007 06:06:31 -0400
Subject: [SpecialTopics 368]  Community Literacy Discussion
References: <mailman.14660.1182927136.788.specialtopics@nifl.gov>
Message-ID: <448B4547-F802-4B23-8910-99E3E0BC0D06@comcast.net>

Posted on behalf of Ronnie Law:

From: "Ronnie Law" <rlaw at lcss.ca>
Date: June 27, 2007 2:52:07 AM EDT
To: <specialtopics at nifl.gov>
Subject: Community Literacy Discussion

Hi:

It is interesting to read different inputs form our community  
partners.  As we are providing immigrant & multicultural services to  
newcomers and ethnic minorities in the community, I would be happy  
to  lead  us to look at ?community literacy? at a different angle.

For newcomers to the community with limited English or low levels of  
literacy, literacy is survival.  Literacy is life and living.   
Language skill enables  convenience in living and is a necessity  to  
survive.  It is also a way to learn about Canadian culture through  
the context of the language.  For people who had come to Canada for  
some time and are still struggling with  their literacy, literacy is   
a way out to improve their living. It opens  job opportunities and  
enables job security as they do not have to be afraid to lose those  
jobs that require no or very little English.

Ronnie Law
Program Manager
Immigrant & Multicultural Services
Langley Community Services Society
5559 207th Street, Langley, BC  V3A 2E6
Phone: 604-533-7989   Ext: 118
Fax: 604-534-9884
Email: rlaw at lcss.ca
Website: www.lcss.ca

From djrosen at comcast.net  Wed Jun 27 07:47:26 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 27 Jun 2007 07:47:26 -0400
Subject: [SpecialTopics 369]  Summary of community Literacy Definitions
Message-ID: <EF181FB7-50FD-40F9-9DB9-84EC6698C5D1@comcast.net>

  What is Community Adult and Family Literacy?

I am going to attempt a summary of the discussion so far on community  
literacy definitions by suggesting four different but in some cases  
related or overlapping definitions.  Beneath each definition I have  
included selected comments from guests or subscribers. Following the  
four definitions are other discussion comments on definitions,  
including several about what these different perspectives may have in  
common.

1) From an adult and family literacy provider perspective:

? an effort in a community, through the collaboration, partnership,  
or coalition of a wide range of stake holders to raise adult and  
family literacy to a top priority in all neighborhoods, for all  
residents.

? not just a collection of literacy providers but an adequately- 
funded system of adult and family literacy services at the community  
level

?Community Literacy is the level of literacy in the community. It  
includes the levels of both children and adults. It includes all the  
venues that provide some type of literacy service. The general public  
primarily thinks of the school system. The array of providers and the  
sites where instruction occurs is vast. In my community both the  
public and private sectors provide services. This includes schools,  
community based organizations, hospitals, health clinics, colleges,  
prisons, businesses, childcare centers, churches, synagogues,  
libraries, homes, among others. We are all stake holders because  
current community literacy levels impact us all.? (Carl Guerriere)

?...the practice of infusing literacy throughout neighborhoods in an  
effort to build healthy communities and strengthen families.  It  
encourages dialogue around shared problem-solving that leads to  
initiatives to raise literacy levels.  Community literacy unites  
communities to promote the vision of 100 percent literacy through 100  
percent community engagement.  It includes all family members and all  
community stakeholders in a collaborative effort to promote personal  
success, economic, educational and social justice.? (Margaret Doughty)

?If we believe in educational equity the concept of 100 percent  
literacy is critical to our vision for the future.  In many  
communities I hear benchmark discussion taking place leading  
incrementally toward a community wide vision.  The idea of setting  
community benchmarks to increase literacy levels by 5% or 25% is very  
commendable but what happens to those who fall outside that target?   
When does literacy get raised to a top priority where the value of  
education is elevated throughout all neighborhoods because  
individuals and families have evidence that it does make a  
difference?....This is where community literacy can make its mark.   
Community literacy cannot just be a collection of providers if it to  
make substantive change.  It must be a ?system? as you suggest  
David.  The cities that have developed community literacy plans have  
involved all sectors and stakeholders in the planning process, have  
included learners of all ages, and have embraced the concept of  
community wide literacy infusion.  With a blueprint to guide progress  
there is also a framework to move away from reliance on vertical  
silos and collaborate horizontally across program types and funding  
streams.  This includes all levels from block clubs to neighborhood  
centers, zip code projects to city halls and business board rooms.   
Where each stakeholder endorses and implements a part of the plan and  
funders align their giving to support specific goals in the plan  
ownership can begin to belong to the community at large.  In the  
early 1990?s there were only a dozen or so literacy coalitions.   
There are currently over 75 that I know of and probably many more  
that are working to position literacy as a top community priority,  
some very successfully.? (Margaret Doughty)

?One of the key goals of community literacy is to help position  
literacy at the top of the community's agenda so that everyone will  
understand that one of the best ways to address crime, poverty, teen  
pregnancy and so many other social issues is through making literacy  
resources and programs available to all those with limited literacy  
and English skills.

Key community literacy stake holders include business, the media,  
literacy providers, local education institutions, government,  
chambers of commerce, faith-based organizations, civic clubs among  
others.?
(Darlene Kostrub)

2) From a social change perspective, one that includes literacy  
(reading, writing, ESL/ESOL, numeracy) as a part or tool of the  
community change process, how students, teachers and community  
organizations can work together to improve the lives of people in the  
community, for example by reducing education inequities, reducing  
discrimination, improving worker conditions, changing community power  
relationships, etc.

??partnerships between individual classes and community organizations  
doing work on issues of interest to the students. These included  
partner organizations working on housing discrimination and day labor  
issues. The classes developed their language and literacy skills as  
they learned about and worked on those issues (resulting in a  
bilingual video about housing discrimination and a community survey  
on labor issues ? data used to supplement policy papers).? (Andy Nash)

3) From a public policy perspective, a (large-scale) strategy in a  
community, through increasing literacy to accomplish other community  
policy goals like reducing crime, easing re-entry into the community  
for released inmates, increasing workforce preparedness and  
employment, supporting family self-sufficiency, improving community  
health, etc.

?On top of that, our Literacy Coalition just launched officially in  
the last year.  One of the big challenges we face is answering the  
question for community leaders "why should I care?"  We really do  
need proof that this will indeed impact crime, families, businesses,  
etc. ? (Rene Greer)

?The adult education and literacy community has been saying for years  
that its work is the key to healthy families, communities, and  
businesses.  We have the data to show that this is true. (Jose L. Cruz)

4) In the design of literacy services, community literacy includes  
the full-range of support services that community members need to  
succeed.

?Designing literacy support services for people in a human context  
should work better than designing services for people who are being  
fitted into rigid and changeable funding contexts, or into  
competitive provider-driven definitions of services.? (Amanda Leslie- 
Spinks)

Other Comments:

?Is it possible to come up with a useful definition that encompasses  
both of these things: shared priority of literacy development within   
communities and literacy in service to the community?....What they  
might have in common is that they both suggest some kind of  
relationship between literacy development and community needs and  
goals.? (Jeff Carter)

??literacy instruction that supports the development and growth of  
healthy communities. ? (Jeff Carter)

??a way to get people thinking about the role/impact of  their  
literacy work in their respective communities, and for  communities  
to think about how literacy impacts their community.? (Jeff Carter)

?In the Community Partnerships for Adult Learning (C-PAL) study of  
community partnerships that support adult education, we found that  
community literacy looks quite different from community to community  
(see http://www.c-pal.net/profiles/index.html).  For example, there  
are a variety of types of organizations that partner and may include  
one or several providers; they may serve a specific population or  
anyone in the community with adult literacy or English language and  
literacy needs; some have formal agreements but others have no  
infrastructure. That said, they share a common commitment to adult  
learners in need of literacy services. Many recognize the connections  
between adult literacy, workforce development, and economic  
development.  The purpose of these partnerships is to increase the  
availability and quality of adult education and other literacy  
services.? (Kathy Chernus)

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From djrosen at comcast.net  Wed Jun 27 08:02:23 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 27 Jun 2007 08:02:23 -0400
Subject: [SpecialTopics 370] Day Three: Developing and Sustaining Community
	Literacy Coalitions
References: <457B2A3A-85BE-4B8C-8C42-4C633ADC30B2@comcast.net>
Message-ID: <F2FC264F-5113-4DA1-A6BD-22C4F0394388@comcast.net>

Community Literacy Discussion Colleagues,

Welcome to those who have joined the discussion in progress. The  
message below (in blue) tells you where you can see the archived  
messages so you can quickly catch up.

Our continued question for Wednesday is:  How are Community Literacy  
Coalitions Developed and Sustained?

This is a big question with a lot of parts. I would like our guests  
-- and others with experience -- to continue to address as many of  
these specific questions today as possible. Many subscribers who  
posted these questions are eager for concrete help in addressing them.

? How do providers approach potential partners (other providers,  
businesses, social services, local government)?

? How do local partnerships generate the financial support they need  
to meet the literacy needs of their communities?

? What resources are needed for effective community literacy  
collaboration?

? How do providers sustain partnerships over the long haul?

? How do community-based literacy efforts survive transitions in  
leadership?

? What are some good examples of community literacy coalitions?

? What are some incentives and strategies for strengthening community  
literacy?

? How do community literacy coalitions or partnerships assure the  
quality of instruction? Is this an issue?  If so, what are some ways  
quality gets addressed?

? Are there performance measures for community literacy? If so what  
are they?

?  How can we learn from the experiences of other countries,  
particularly those that have built successful literacy movements?

?  What steps can we take to ensure that adult learners and other  
residents in the learners' communities are providing leadership to  
community literacy initiatives?

  As we will be discussing many things, please be careful that the  
Subject line of your posting reflects the actual content of your  
message. Please include your name (and other information if you wish)  
at the end of your posting.  Send your posts to specialtopics at nifl.gov

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-----
From: "David J. Rosen" <djrosen at comcast.net>
Date: June 24, 2007 7:29:30 PM EDT
To: specialtopics at nifl.gov
Subject: Community Literacy Discussion Begins

Dear Community Literacy Discussion Colleague,

On Monday we begin a discussion of adult and family community  
literacy. First I would like to thank our guests: Margaret Doughty,  
Carl Guerriere, Petrice Sams- Abiodun, Darlene Kostrub, Jeff Carter,  
and Kathy Chernus. You can learn more about them by going to http:// 
tinyurl.com/23nvye )

Here's how the National Institute for Literacy Special Topics  
discussion list works:

? A discussion opens and a few days later it closes.  Between  
discussions there are usually no messages posted until the next  
discussion is ready to begin.

? A discussion is carried on by e-mail. As a subscriber all of the  
messages will be sent to your e-mail.  These might include  
information, questions, replies to questions, comments and  
expansions, further explanations, requests for more detail, comments  
on other perspectives, and more. Sometimes a discussion with guests  
consists of just questions to the guests and their answers, but I  
will try to encourage real discussion, especially since we have other  
experts in community literacy among our participants.

? You will probably get a lot of e-mail from the Special Topics  
discussion list each day for the next five days!  You might decide to  
skim the messages, read through the ones that especially interest  
you, and save the rest to read later. Every message is also archived at
http://www.nifl.gov/pipermail/specialtopics/2007/date.html

? You can get all the day's postings in one message each day, in  
"digest format".  To find out how you can set your subscription to do  
that, go to
http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest

? When you want to send a message, email it to specialtopics at nifl.gov  
and it will go out to everyone who has subscribed. Please check  
before you send it that the Subject line of the message is correct  
for your message, that is, if your message is a continuation of a  
discussion strand, leave it as is; however, if you are introducing a  
new topic or strand, then give it a Subject title that concisely and  
accurately reflects the new content area of your message.

We have several hundred people who are subscribed for this  
discussion, so we won't do introductions of participants. The bios at  
http://tinyurl.com/23nvye are your introductions to our guests.  We  
have a lot of questions to discuss this week -- and you may want to  
post more questions -- so we'll get started now with the questions  
below to our quests.

We'll begin by discussing what Community Literacy is.  There will be  
many variations on the definition, of course, and  definitions in  
this discussion will focus on adult and family community literacy,  
not just schools reaching out to engage parents in the literacy of  
their children.

I would like to ask our guests to address the following question from  
their experience, from research,  and/or from their professional wisdom:

What is Community Literacy?

? What does community adult and family literacy mean?

? What are the purposes and goals of community literacy?

? Why is community literacy important?

? Typically, who are the key community literacy stake holders?

On Tuesday we will go on to this question:  How are Community  
Literacy Coalitions Developed and Sustained?
I will also post subscribers' messages from Monday with their  
thoughts about what community literacy is.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From DSKostrub at aol.com  Wed Jun 27 08:17:45 2007
From: DSKostrub at aol.com (DSKostrub at aol.com)
Date: Wed, 27 Jun 2007 08:17:45 EDT
Subject: [SpecialTopics 371] Re: Sustaining Community Literacy Partnerships
Message-ID: <d0e.cdfa0f2.33b3af69@aol.com>

 
In a message dated 6/26/2007 9:32:07 AM Eastern Standard Time, 
kbyrnes at unitedway-cny.org writes:

I am impressed Darlene with all that you are doing in Palm Beach.  

Please discuss sustainability as it applies to your Coalition in terms of the 
diverse funding. 

Are you the LEA (Lead Educational Agency) for all Literacy funding?  Do you 
disburse literacy funds to partners?  Are you the convener when there is a 
grant opportunity?  If so, tell us how you built that trust level with other 
providers.  

Do you provide the leadership for writing  grants?  Can you identify some of 
your primary funding streams.   Thanks.

Kathy Byrnes

Katherine Byrnes
Coordinator
Family Literacy Alliance of Greater Syracuse
FLAGS
United Way of Central New York
518 James Street
PO Box 2129
Syracuse, New York 13203
Phone 315 428 2241
Fax    315 428 2227
www.flags-cny.org <http://www.flags-cny.org/> 

________________________________

In response to the questions raised by Kathy Byrnes....
 
The Palm Beach County Literacy Coalition brings together all the adult, 
family and children's literacy providers to work together in several key areas.  We 
facilitate meetings each month with all adult providers and separately with 
all children's and family literacy providers.  We network, plan training events 
and professional development together that the Coalition is often able to 
fund and we support each other in all the many programs and activities taking 
place.  The many different literacy organizations secure their own 
basic funding.
 
The Coalition itself gets funding from the state, the school district, 
federal govt., family foundations, larger foundations.  THis funding is used to 
benefit local programming and all providers.  The Coalition operates a Literacy 
Hotline than covers four of the largest counties in Florida and we recruit adult 
learners and volunteers through an extensive media campaign that runs year 
round and we refer and match these people to all the literacy providers, school 
district, etc. in the region.  We do tutor training and refer the trained 
tutors to all literacy organizations.  We are able to offer mini-grants to smaller 
providers.  Through two state grants, we are able to facilitate extensive 
training in four counties that meets the needs identified through a needs 
assessment process.  We are also able to fund and distribute valuable curriculum and 
learning materials to programs throughout the region.  We also have a 
Literacy*AmeriCorps grant that enables us to recruit, fund and place 15 members in 
various literacy agencies throughout the county and this has greatly helped to 
build a much stronger literacy infrastructure.
 
We also facilitate many events during the year that involve all the providers 
and benefit everyone.  For instance, we are having our third Literacy Expo on 
Sept. 7 that will involve most all adult and children's providers, honor our 
mayors' literacy initiative and have a national speaker present.  The public 
will be invited.
 
When the Coalition was first founded in 1989, there were probably turf 
issues, but through the years the various providers have learned to trust the 
Coalition and each other and there seems to be a genuine bond of professional 
collaboration.
 
I have seen that there are many different models of community literacy and 
collaboration.  They all have their strengths and areas for potential growth.
 
Thanks for the opportunity to share our model.
 
Darlene Kostrub
_www.pbcliteracy.org_ (http://www.pbcliteracy.org) 
561-279-9103

************************************** See what's free at http://www.aol.com.
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From DSKostrub at aol.com  Wed Jun 27 08:32:45 2007
From: DSKostrub at aol.com (DSKostrub at aol.com)
Date: Wed, 27 Jun 2007 08:32:45 EDT
Subject: [SpecialTopics 372] Re: Community Literacy
Message-ID: <bee.1751dfe6.33b3b2ed@aol.com>

 
In a message dated 6/25/2007 10:48:12 PM Eastern Standard Time, 
djrosen at comcast.net writes:

Hello Darlene,

I wonder if you have some examples of how literacy coalitions are  
doing this -- positioning literacy at the top of the community's agenda.

Thanks,

David

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

David,
 
The Palm Beach County Literacy Coalition has been very involved in health 
literacy, faith-based initiatives, community wide reading campaigns and has 
involved attorneys in a "Lawyers for Literacy" group just to give examples.  For 
example, Coalition staff visited every hospital(125) in four large counties and 
gave them a health literacy kit, encouraged them to use this in staff 
training(especially with every new staff member) and then introduced them to the major 
literacy providers serving their area and gave them posters to post 
throughout their facility encouraging adults to seek literacy help.  We have been very 
involved in training conferences facilitated by the local medical society.
 
With attorneys, we have helped form a committee of the local bar association 
that has a very active group of attorneys who raise funds for literacy, buy 
books for needy schools, visit the schools and read to the children and then on 
Int. Lit. Day, go to the Adult Education Center to talk with adult learners.  
While these may seem like small or surface type actions, I believe that they 
help to acquaint doctors, lawyers, ministers who labor throughout the community 
with literacy needs and resources.  I think this helps ultimately to raise 
literacy to a higher spot on the community's agenda.
 
Thanks for your question!
 
Darlene Kostrub
www.pbcliteracy.org

************************************** See what's free at http://www.aol.com.
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From DSKostrub at aol.com  Wed Jun 27 08:36:22 2007
From: DSKostrub at aol.com (DSKostrub at aol.com)
Date: Wed, 27 Jun 2007 08:36:22 EDT
Subject: [SpecialTopics 373] Re: Defining Community Literacy
Message-ID: <ccc.14f68e92.33b3b3c6@aol.com>

 
In a message dated 6/25/2007 7:16:12 PM Eastern Standard Time, 
djrosen at comcast.net writes:

Carl, Jeff, Kathy, Margaret, and others

We are all familiar with adult literacy education  at the individual 
(student) level, and many of us know it at the program (or school) 
level. We also know it at the state level, that is, we know the state as 
funder, standards setter and policy-maker, monitor and evaluator, and 
perhaps in some states as a leader in promoting literacy.  But please 
say more about what adult and family literacy means at the community 
level.  Is this just a collection of all the providers of literacy to 
children and adults? Does it require that these providers -- and other 
stake holders -- come together to assess, plan, collaborate in some way? 
Is this -- at least in some cases -- a "system" of adult and family 
literacy at the community level?   Some people are wondering, for 
example, how community literacy might be different from family literacy.

David J. Rosen
Special Topics Discussion Moderator

The way our Coalition operates like a "beginning" system is that by bringing 
all providers together every month for almost 14 years we have articulated how 
each provider addresses needs and how the CBO's, school district and 
community college all form a seamless stream.  Everyone understands better how to 
serve their own niche and then how best to send students on to other providers as 
appropriate.
 
Darlene Kostrub
www.pbcliteracy.org

************************************** See what's free at http://www.aol.com.
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From DSKostrub at aol.com  Wed Jun 27 08:44:02 2007
From: DSKostrub at aol.com (DSKostrub at aol.com)
Date: Wed, 27 Jun 2007 08:44:02 EDT
Subject: [SpecialTopics 374] Re: Additional questions to consider
Message-ID: <bf8.188dccea.33b3b592@aol.com>

 
In a message dated 6/25/2007 12:06:55 PM Eastern Standard Time, 
margeryfreeman at yahoo.com writes:

What steps can we take to ensure that adult learners and other residents in 
the learners' communities are providing leadership to community literacy 
initiatives

In response to Margery's question, we are making an attempt in this direction 
during the coming year by forming:
 
A Haitian Advisory Panel
Hispanic Advisory Panel
African-American Advisory Panel
Faith-Based Advisory Panel
 
These will meet at least twice a year.  We will share with these Panels what 
we and the providers are currently doing and then mainly listen to them to 
understand what they see as the real needs, in which areas, best ways to meet 
those needs, etc.  We want them to direct our efforts.
 
We have an Adult Learner Leadership Board with learners nominated from about 
28 literacy programs.  This board meets several times during the year.  The 
learners develop further leadership skills and they provide a valuable focus 
group to let us(and providers) understand how to better serve them.
 
Darlene Kostrub
_www.pbcliteracy.org_ (http://www.pbcliteracy.org) 

************************************** See what's free at http://www.aol.com.
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From msmcalpine at gmail.com  Tue Jun 26 23:57:14 2007
From: msmcalpine at gmail.com (Mary McAlpine)
Date: Tue, 26 Jun 2007 22:57:14 -0500
Subject: [SpecialTopics 375] Improving Literacy for Individuals with
	Significant Disabilities using AAC to Speak!
Message-ID: <b2a25a080706262057m759eff0cm87dd3cd1ca27944f@mail.gmail.com>

Thank you for the opportunity to seek professional assistance.

I am writing on behalf of our adult daughter and other adults using
augmentative and alternative communication (AAC) in Nebraska.  It is very
important that adults relying on high tech devices gain access to
educational materials.  Their struggles are magnified once graduating from
the Department of Education services.  Please know we will be honest and
straightforward in our reporting.

How can we improve literacy and reading skills for individuals using
Augmentative and Alternative Communication (AAC) to speak?

     1.  Many AAC users have never had equal access to electronic
educational materials, testing tools, adapted curriculum, adapted computer
classes, etc.
     2.  During the Dept. of Ed. years, physical needs not intellectual
needs were met.
Segregated classroom and pull out services started the educational gap.
     3.  AAC technology gains, overcoming access issues for persons with
significant physical disabilities took time away from learning.
     4.  Low tech didn't work for us.
     5.  Emerging high technologies helped to level AAC user's playing field
by gaining a limited voice for needs and wants with Bliss, Rebus and
MinSpeak symbols.
     6.  Para professionals and direct care staff were instructed to assist
with classroom activities for AAC users with the least amount of training
and pay.
     7.  Educational materials were never accessible for people needing
their curriculum adapted or programmed into their speech device so they
could study a lesson.
     8.  Speech language pathology support was spent mostly on programming
needs and wants rather than teaching them to read.
     9.  At a conference here in Nebraska, a presenter asked a room filled
with over sixty SLPs how many had taken any literacy classes.  Only three
ladies had this experience.
    10.  Literacy lessons and conversational speech needs to be developed
for these AAC end users who are not fluent.  We have tried to individualize
these preprogrammed messages without identifying learning styles, cognition
or user's preferences or their future goals.
    11.  Low expectation is the bigger challenge than equal access.  These
AAC users have difficulty in controlling their muscles thus causing
frustrations and motor control errors not necessarily cognition errors.
These muscle control issues do not go away after graduation.  They are
lifelong.  Support and services should be birth to death.
    12.  My husband's career transferred us several moves all across the
United States.  We would begin with one technique and then have to move to a
new city and start over with a new strategy.

Here are some of the challenges we face in Nebraska:
     1.  We have a speech language pathology shortage.  The Dept. of Ed
hires the best SLPs trained in AAC.  Hard to gain funding access to serve
adults unless significant progress is obtained.  These AAC users must show a
steep learning curve when they do not have electronic lessons to practice
when they are alone.  Many AAC users don't meet that curve.
     2.  Not all SLPs specialize in augmentative communication.
     3.  Nebraska is a rural state.  There is little if no support for even
speech evaluations for adults with developmental disabilities in the western
part of the state.
     4.  School districts discourage multiple disciplinary teams from making
recommendations for assistive technology devices or AAC devices for persons
needing a voice for fear the district will have to fund the device.
     5.  Outside funding sources should be developed to help offset the cost
for school districts to fund these AAC devices so children can gain access
to speech technologies and be allowed to begin their educational odyssey at
a much younger age.
     6.  The State of Nebraska has supported funding for speech
technologies.  We are forever grateful!
     7.  Nebraska has restrictions on billable funding support for
follow-along SLP services after an AAC user becomes an adult.
     8.  The family is expected to take responsibility to do trouble
shooting, follow-along programming, congruence, power and maintenance issues
for their child's or adult's AAC device.
     9.  When setting up these devices, we should have literacy training
support to help AAC users learn to read and write with their computers.
Life is spontaneous.  It is impossible to program for the unexpected.
   10.  These high tech tools come without instructions for assembly when
combining technologies.
   11.  Follow-along training from the SLP who completed the assessment and
evaluation, will ensure the AAC device is the right tool.  Technology
abandonment may result without follow-along training.

If manufacturers fail to deliver what has been promised, who is
accountable?  We need a Federal Commission for the Speech Impaired.  We need
a Federal organization willing to take responsibility for successful
outcomes.  What are the checks and balances for these vulnerable AAC users?
It's like the fox guarding the hen house.  In Nebraska we have been informed
that the Tech Acts are forbidden to provide on-going training after the sale
of these assistive technology tools.  The State Tech Acts are only allowed
to offer demonstration sites.  They can give information and referral but no
ongoing training support after the sale.  Where can you go to try before you
buy when combining software and hardware from different manufacturers?

We want to connect with others who believe literacy is achievable for adults
with developmental disabilities using AAC devices.  We do not have any
coalitions in place that I'm aware of in Nebraska for improving literacy for
people with significant disabilities.  Together we can make a difference.
We need a champion in this field.  Thank you for allowing us this
opportunity to seek assistance.

God bless,
Mary McAlpine
Omaha, NE
Christine McAlpine
York, NE
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From Kgotthardt at comcast.net  Wed Jun 27 09:42:05 2007
From: Kgotthardt at comcast.net (Katherine G)
Date: Wed, 27 Jun 2007 09:42:05 -0400
Subject: [SpecialTopics 376] Re: models of successful collaboration? Question
In-Reply-To: <1118231971kchernus@mprinc.com>
Message-ID: <MHEMKJNHLDIEMGGCCKCCOEFPDGAA.Kgotthardt@comcast.net>

Hello Everyone--

I am sure I missed this somewhere, but does anyone here have experience with
Community Colleges working as collaborators for community literacy?  I know
there are sometimes low-cost ESL programs offered, but I am not sure how
students are referred or what a college's relationship with these other
programs might be.

Katherine Mercurio Gotthardt, ESOL Distance Education Instructor
Prince William County Public Schools
Adult Education
P.O. Box 389
Manassas, VA 20108
work 703-791-8387
fax 703-791-8889

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Kathy Chernus
Sent: Tuesday, June 26, 2007 3:14 PM
To: specialtopics at nifl.gov; Wrigley, Heide
Subject: [SpecialTopics 363] Re: models of successful collaboration?

Hi Heide and everyone.  You?ve clearly articulated some of the challenges of
partnering we found when we visited twelve communities that have come
together to support adult and family literacy a few years ago (Darlene?s
Palm Beach County Literacy Coalition was one of the partnerships we
visited). I?ll respond to David?s question about what community literacy
means separately, but I think true partnerships mean real collaboration and
these types of partnerships have the potential to create a system of adult
and family literacy within a community.

When we began searching for promising partnerships, we looked to the
literature to identify characteristics of successful partnerships and
expanded these after the site visits.  Examples of these include:
-Strong leadership
-Putting  the needs of the community first
-Broad participation from the community (including adult learners)
-Mutual respect and trust among the partners
-A willingness to give up turf issues
-Open and frequent communication among the partners
-Flexibility to meet the changing needs of their communities
-Collaboration on many levels, among the leadership and staff
-A diverse funding base

In addition, the partners recognized that the partnerships have to serve the
partners as well as the community (one partner described it as ?mutual
self-interest?).

One result of many of partnerships we studied was increased community
awareness of and support for adult literacy.  For more details about how and
why these partnerships work, you might want to look at Commitment Comes in
All Shapes and Sizes, a report that summarizes our findings
http://www.c-pal.net/profiles/synthesis.html.

It would be hard to select just one example from these partnerships.  They?
re all so different. Some focus on the needs of immigrant and refugees
(Heide you might be particularly interested in the Juntos partnership and
the Cedar Riverside Adult Education Collaborative), some are part of  a
statewide initiative, one is library-based, some are business-driven, some
focus on correctional education, and some offer family literacy programs.
Some include one provider and others include several (publicly funded as
well as community-based non-profits).  Some are the hub of multiple
partnerships (like Palm Beach County Literacy Coalition), and others involve
a single partnership.

To view a list of the partnerships that includes brief descriptions and
links to the full reports see http://www.c-pal.net/profiles/index.html

Thanks.

Kathy

On Monday, June 25, 2007 8:20 PM, Wrigley, Heide <heide at literacywork.com>
wrote:
>Hi, Kathy! Nice to see you on-line.
>
>Kathy is there a particular community that stands out in your
>study as having a particularly successful collaboration? I'm
>knee deep in issues around immigrant integration and I wonder
>what particular approaches create a win-win situation for all
>community partners.
>
>I'm aware of partnerships that are in name only, as everyone
>gets together ostensibly to collaborate but then nothing much
>happens beyond talk. As a panelist at the Spokane conference on
>transitions mentioned (and I paraphrase)"agencies often want
>others to collaborate but are unwilling to give on turf issues.
>The message sent is - we'll be happy to use your money to do
>something special, but we need all of our monies to do what we
>are already doing. Partners need to realize that on some issues
>you come out ahead in a collaboration and in others you don't."
>
>The question is of course for the entire list: What does it
>take to build successful partnerships around a common goal and
>what are examples of partnerships that work because there is
>significant "value added" through the collaboration that
>results in better opportunities for community members.
>
>Cheers
>
>Heide
>
>Heide Spruck Wrigley
>LiteracyWork International
>Mesilla, New Mexico
>
>-----Original Message-----
>From: specialtopics-bounces at nifl.gov
>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
>Sent: Monday, June 25, 2007 12:53 PM
>To: specialtopics at nifl.gov
>Subject: [SpecialTopics 341] Re: Community Literacy Discussion
>Begins
>
>Hi everyone. David, thank you for convening this discussion and
>inviting me to participate.
>
>In the Community Partnerships for Adult Learning (C-PAL) study
>of community partnerships that support adult education, we
>found that community literacy looks quite different from
>community to community (see
>http://www.c-pal.net/profiles/index.html).  For example, there
>are a variety of types of organizations that partner and may
>include one or several providers; they may serve a specific
>population or anyone in the community with adult literacy or
>English language and literacy needs; some have formal
>agreements but others have no infrastructure. That said, they
>share a common commitment to adult learners in need of literacy
>services. Many recognize the connections between adult
>literacy, workforce development, and economic development.  The
>purpose of these partnerships is to increase the availability
>and quality of adult education and other literacy services.
>
>In the partnerships we studied, the partners who come together
>to support adult literacy include: adult education providers
>(local school systems, community colleges, libraries,
>community-based and faith-based organizations, public housing
>facilities, correctional facilities, etc.), businesses, state
>and local government, workforce development and social service
>agencies, public housing facilities, and other community
>organizations.
>
>Hope this is helpful.
>
>Kathy Chernus
>
>
>On Sunday, June 24, 2007 7:29 PM, David J. Rosen <djrosen at comcast.net>
wrote:
>>
>>Dear Community Literacy Discussion Colleague,
>>
>>
>>On Monday?we begin a discussion of adult and family community
>>literacy. First I would like to thank our guests: Margaret
>>Doughty, Carl?Guerriere, Petrice Sams- Abiodun, Darlene
>>Kostrub, Jeff Carter,?and Kathy Chernus. You can learn more
>>about them by going to?http://tinyurl.com/23nvye )
>>
>>
>>Here's how the National Institute for Literacy Special Topics
>>discussion list works:
>>
>>
>>* A discussion opens and a few days later it closes.? Between
>>discussions there are usually no messages posted until the next
>>discussion is ready to begin.
>>
>>
>>* A discussion is carried on by e-mail. As a subscriber all of
>>the messages will be sent to your e-mail.? These might include
>>information, questions, replies to questions, comments and
>>expansions, further explanations, requests for more detail,
>>comments on other perspectives, and more. Sometimes a
>>discussion with guests consists of just questions to the guests
>>and their answers, but I will try to encourage real discussion,
>>especially since we have other experts in community literacy
>>among our participants.??
>>
>>
>>* You will probably get a lot of e-mail from the Special Topics
>>discussion list each day for the next five days!? You might
>>decide to skim the messages, read through the ones that
>>especially interest you, and save the rest to read later.
>Every message is also archived at?
>>http://www.nifl.gov/pipermail/specialtopics/2007/date.html??
>>
>>
>>* You can get all the day's postings in one message each day,
>>in "digest format".? To find out how you can set your subscription to do
that, go to
>>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>>
>>
>>* When you want to send a message, email it to
>>specialtopics at nifl.gov and it will go out to everyone who has
>>subscribed. Please check before you send it that the Subject
>>line of the message is correct for your message, that is, if
>>your message is a continuation of a discussion strand, leave it
>>as is; however, if you are introducing a new topic or strand,
>>then give it a Subject title that concisely and accurately
>>reflects the new content area of your message.
>>
>>
>>We have several hundred people who are subscribed for this
>>discussion, so we won't do introductions of participants. The
>>bios at?http://tinyurl.com/23nvye are your introductions to our
>>guests.? We have a lot of questions to discuss this week -- and
>>you may want to post more questions -- so we'll get started now
>>with the questions below to our quests.
>>
>>
>>We'll begin by discussing what Community Literacy is.? There
>>will be many variations on the definition, of course, and?
>>definitions in this discussion will focus on adult and family
>>community literacy, not just schools reaching out to engage
>>parents in the literacy of their children.
>>
>>
>>I would like to ask our guests to address the following
>>question from their experience, from research,? and/or from
>>their professional wisdom:
>>
>>
>>What is Community Literacy?
>>?
>>* What does community adult and family literacy mean?
>>?
>>* What are the purposes and goals of community literacy?
>>?
>>* Why is community literacy important?
>>?
>>* Typically, who are the key community literacy stake holders?
>>
>>
>>On Tuesday we will go on to this question:??How are Community
>>Literacy Coalitions Developed and Sustained?
>>I?will also post subscribers' messages from Monday with their
>>thoughts about what community literacy is.?
>>
>>
>>David J. Rosen
>>Special Topics Discussion Moderator
>>djrosen at comcast.net
>>
>>
>>
>>
>>
>>
>>
>>
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go
>>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>Email delivered to kchernus at mprinc.com
>>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to heide at literacywork.com
>
--
Kathy Chernus
Director, Adult Education and Literacy
MPR Associates, Inc.
2401 Pennsylvania Avenue, NW
Suite 410
Washington, DC 20037
202/478-1027 x 102
www.mprinc.com

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to kgotthardt at comcast.net

From MHenderson at JMSIMS.ORG  Wed Jun 27 12:04:46 2007
From: MHenderson at JMSIMS.ORG (Mary Henderson)
Date: Wed, 27 Jun 2007 12:04:46 -0400
Subject: [SpecialTopics 377] Re: models of successful collaboration? Question
In-Reply-To: <MHEMKJNHLDIEMGGCCKCCOEFPDGAA.Kgotthardt@comcast.net>
Message-ID: <1F0732A37B3A064CA8C56108777A66912BFF67@2k3srv.JMSIMS.ORG>

Hello,
We have a Workplace Literacy Program with York Technical College. They are also part of our Literacy Collaborative that is made up of 14 literacy organizations in Lancaster, SC & Chester, SC. Mary 

Dr. Mary Henderson
Program Officer
J. Marion Sims Foundation
 

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Katherine G
Sent: Wednesday, June 27, 2007 9:42 AM
To: Kathy Chernus; specialtopics at nifl.gov
Subject: [SpecialTopics 376] Re: models of successful collaboration? Question

Hello Everyone--

I am sure I missed this somewhere, but does anyone here have experience with Community Colleges working as collaborators for community literacy?  I know there are sometimes low-cost ESL programs offered, but I am not sure how students are referred or what a college's relationship with these other programs might be.

Katherine Mercurio Gotthardt, ESOL Distance Education Instructor Prince William County Public Schools Adult Education P.O. Box 389 Manassas, VA 20108 work 703-791-8387 fax 703-791-8889

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Kathy Chernus
Sent: Tuesday, June 26, 2007 3:14 PM
To: specialtopics at nifl.gov; Wrigley, Heide
Subject: [SpecialTopics 363] Re: models of successful collaboration?

Hi Heide and everyone.  You've clearly articulated some of the challenges of partnering we found when we visited twelve communities that have come together to support adult and family literacy a few years ago (Darlene's Palm Beach County Literacy Coalition was one of the partnerships we visited). I'll respond to David's question about what community literacy means separately, but I think true partnerships mean real collaboration and these types of partnerships have the potential to create a system of adult and family literacy within a community.

When we began searching for promising partnerships, we looked to the literature to identify characteristics of successful partnerships and expanded these after the site visits.  Examples of these include:
-Strong leadership
-Putting  the needs of the community first -Broad participation from the community (including adult learners) -Mutual respect and trust among the partners -A willingness to give up turf issues -Open and frequent communication among the partners -Flexibility to meet the changing needs of their communities -Collaboration on many levels, among the leadership and staff -A diverse funding base

In addition, the partners recognized that the partnerships have to serve the partners as well as the community (one partner described it as "mutual self-interest").

One result of many of partnerships we studied was increased community awareness of and support for adult literacy.  For more details about how and why these partnerships work, you might want to look at Commitment Comes in All Shapes and Sizes, a report that summarizes our findings http://www.c-pal.net/profiles/synthesis.html.

It would be hard to select just one example from these partnerships.  They'
re all so different. Some focus on the needs of immigrant and refugees (Heide you might be particularly interested in the Juntos partnership and the Cedar Riverside Adult Education Collaborative), some are part of  a statewide initiative, one is library-based, some are business-driven, some focus on correctional education, and some offer family literacy programs.
Some include one provider and others include several (publicly funded as well as community-based non-profits).  Some are the hub of multiple partnerships (like Palm Beach County Literacy Coalition), and others involve a single partnership.

To view a list of the partnerships that includes brief descriptions and links to the full reports see http://www.c-pal.net/profiles/index.html

Thanks.

Kathy

On Monday, June 25, 2007 8:20 PM, Wrigley, Heide <heide at literacywork.com>
wrote:
>Hi, Kathy! Nice to see you on-line.
>
>Kathy is there a particular community that stands out in your study as 
>having a particularly successful collaboration? I'm knee deep in issues 
>around immigrant integration and I wonder what particular approaches 
>create a win-win situation for all community partners.
>
>I'm aware of partnerships that are in name only, as everyone gets 
>together ostensibly to collaborate but then nothing much happens beyond 
>talk. As a panelist at the Spokane conference on transitions mentioned 
>(and I paraphrase)"agencies often want others to collaborate but are 
>unwilling to give on turf issues.
>The message sent is - we'll be happy to use your money to do something 
>special, but we need all of our monies to do what we are already doing. 
>Partners need to realize that on some issues you come out ahead in a 
>collaboration and in others you don't."
>
>The question is of course for the entire list: What does it take to 
>build successful partnerships around a common goal and what are 
>examples of partnerships that work because there is significant "value 
>added" through the collaboration that results in better opportunities 
>for community members.
>
>Cheers
>
>Heide
>
>Heide Spruck Wrigley
>LiteracyWork International
>Mesilla, New Mexico
>
>-----Original Message-----
>From: specialtopics-bounces at nifl.gov
>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
>Sent: Monday, June 25, 2007 12:53 PM
>To: specialtopics at nifl.gov
>Subject: [SpecialTopics 341] Re: Community Literacy Discussion Begins
>
>Hi everyone. David, thank you for convening this discussion and 
>inviting me to participate.
>
>In the Community Partnerships for Adult Learning (C-PAL) study of 
>community partnerships that support adult education, we found that 
>community literacy looks quite different from community to community 
>(see http://www.c-pal.net/profiles/index.html).  For example, there are 
>a variety of types of organizations that partner and may include one or 
>several providers; they may serve a specific population or anyone in 
>the community with adult literacy or English language and literacy 
>needs; some have formal agreements but others have no infrastructure. 
>That said, they share a common commitment to adult learners in need of 
>literacy services. Many recognize the connections between adult 
>literacy, workforce development, and economic development.  The purpose 
>of these partnerships is to increase the availability and quality of 
>adult education and other literacy services.
>
>In the partnerships we studied, the partners who come together to 
>support adult literacy include: adult education providers (local school 
>systems, community colleges, libraries, community-based and faith-based 
>organizations, public housing facilities, correctional facilities, 
>etc.), businesses, state and local government, workforce development 
>and social service agencies, public housing facilities, and other 
>community organizations.
>
>Hope this is helpful.
>
>Kathy Chernus
>
>
>On Sunday, June 24, 2007 7:29 PM, David J. Rosen <djrosen at comcast.net>
wrote:
>>
>>Dear Community Literacy Discussion Colleague,
>>
>>
>>On Monday?we begin a discussion of adult and family community 
>>literacy. First I would like to thank our guests: Margaret Doughty, 
>>Carl?Guerriere, Petrice Sams- Abiodun, Darlene Kostrub, Jeff Carter,?
>>and Kathy Chernus. You can learn more about them by going to?
>>http://tinyurl.com/23nvye )
>>
>>
>>Here's how the National Institute for Literacy Special Topics 
>>discussion list works:
>>
>>
>>* A discussion opens and a few days later it closes.? Between 
>>discussions there are usually no messages posted until the next 
>>discussion is ready to begin.
>>
>>
>>* A discussion is carried on by e-mail. As a subscriber all of the 
>>messages will be sent to your e-mail.? These might include 
>>information, questions, replies to questions, comments and expansions, 
>>further explanations, requests for more detail, comments on other 
>>perspectives, and more. Sometimes a discussion with guests consists of 
>>just questions to the guests and their answers, but I will try to 
>>encourage real discussion, especially since we have other experts in 
>>community literacy among our participants.
>>
>>
>>* You will probably get a lot of e-mail from the Special Topics 
>>discussion list each day for the next five days!? You might decide to 
>>skim the messages, read through the ones that especially interest you, 
>>and save the rest to read later.
>Every message is also archived at
>>http://www.nifl.gov/pipermail/specialtopics/2007/date.html
>>
>>
>>* You can get all the day's postings in one message each day, in 
>>"digest format".? To find out how you can set your subscription to do
that, go to
>>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>>
>>
>>* When you want to send a message, email it to specialtopics at nifl.gov 
>>and it will go out to everyone who has subscribed. Please check before 
>>you send it that the Subject line of the message is correct for your 
>>message, that is, if your message is a continuation of a discussion 
>>strand, leave it as is; however, if you are introducing a new topic or 
>>strand, then give it a Subject title that concisely and accurately 
>>reflects the new content area of your message.
>>
>>
>>We have several hundred people who are subscribed for this discussion, 
>>so we won't do introductions of participants. The bios at?
>>http://tinyurl.com/23nvye are your introductions to our guests.? We 
>>have a lot of questions to discuss this week -- and you may want to 
>>post more questions -- so we'll get started now with the questions 
>>below to our quests.
>>
>>
>>We'll begin by discussing what Community Literacy is.? There will be 
>>many variations on the definition, of course, and definitions in this 
>>discussion will focus on adult and family community literacy, not just 
>>schools reaching out to engage parents in the literacy of their 
>>children.
>>
>>
>>I would like to ask our guests to address the following question from 
>>their experience, from research,? and/or from their professional 
>>wisdom:
>>
>>
>>What is Community Literacy?
>>?
>>* What does community adult and family literacy mean?
>>?
>>* What are the purposes and goals of community literacy?
>>?
>>* Why is community literacy important?
>>?
>>* Typically, who are the key community literacy stake holders?
>>
>>
>>On Tuesday we will go on to this question:??How are Community Literacy 
>>Coalitions Developed and Sustained?
>>I?will also post subscribers' messages from Monday with their thoughts 
>>about what community literacy is.
>>
>>
>>David J. Rosen
>>Special Topics Discussion Moderator
>>djrosen at comcast.net
>>
>>
>>
>>
>>
>>
>>
>>
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go to 
>>http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>Email delivered to kchernus at mprinc.com
>>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to heide at literacywork.com
>
--
Kathy Chernus
Director, Adult Education and Literacy
MPR Associates, Inc.
2401 Pennsylvania Avenue, NW
Suite 410
Washington, DC 20037
202/478-1027 x 102
www.mprinc.com

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to kgotthardt at comcast.net

-------------------------------
National Institute for Literacy
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From julie_mcKinney at worlded.org  Wed Jun 27 12:02:58 2007
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Wed, 27 Jun 2007 12:02:58 -0400
Subject: [SpecialTopics 378] Community Literacy Coalitions: Win-Win
	Situations!
Message-ID: <468251F30200002D00002C51@bostongwia.jsi.com>

Darlene mentioned health literacy, and I want to promote it as an example of why these partnerships can be good for all involved. I think it is important that community health care organizations be included as community partners because understanding health information and having access to health services is such a vital part of community life. This kind of partnership is a good example of how the ultimate goal of improving functional literacy skills can allow all community members to participate in society as healthy, informed, and civically active participants. 

I like Andy's example of combining literacy instruction with a civic project that can improve aspects of the learners' lives (housing discrimination and day labor issues, in her example.) Many successful collaborations have done this with health education, and can serve as an example of why these partnerships are win-win situations. 

Here are some of the benefits that happen when literacy and health programs collaborate. Of course, this can apply to any community literacy collaboration:

* They can reinforce each others' work of improving literacy skills and health knowledge.
* Learners are highly motivated to work at their literacy skills when these skills are presented in the context of something meaningful in their lives.
* Learners and their families are connected to local services and resources, and can practice interacting with these resources with support from classmates and teachers.
* The health centers have access to a pool of hard-to-reach consumers, whom they often have a mandate to reach.
* Meaningful, real-life experiences (tours, guest speakers, health screenings, field trips etc.) are infused into classroom activities.
* Literacy teachers have expert partners to take the pressure of themselves as they take on contextual literacy instruction.

I'm sure there are many more. I find that when you look at collaborations this specifically, it shows how important they are.

Thanks for this interesting discussion!

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "David J. Rosen" <djrosen at comcast.net> 06/26/07 12:05 AM >>>
Community Literacy Discussion Colleagues,

Welcome to those who have joined the discussion after it began. The  
message below tells you where you can see the archived messages so  
you can quickly catch up.

Our question for Tuesday is:  How are Community Literacy Coalitions  
Developed and Sustained?

This is a big question with a lot of parts:

? How do providers approach potential partners (other providers,  
businesses, social services, local government)?

? How do local partnerships generate the financial support they need  
to meet the literacy needs of their communities?

? What resources are needed for effective community literacy  
collaboration?

? How do providers sustain partnerships over the long haul?

? How do community-based literacy efforts survive transitions in  
leadership?

? What are some good examples of community literacy coalitions?

? What are some incentives and strategies for strengthening community  
literacy?

? How do community literacy coalitions or partnerships assure the  
quality of instruction? Is this an issue?  If so, what are some ways  
quality gets addressed?

? Are there performance measures for community literacy? If so what  
are they?

?  How can we learn from the experiences of other countries,  
particularly those that have built successful literacy movements?

?  What steps can we take to ensure that adult learners and other  
residents in the learners' communities are providing leadership to  
community literacy initiatives?

I invite our guests, and everyone with experience in community  
literacy, to respond to any of these parts. There may be lots of  
responses so we'll probably stay on this question at least through  
Wednesday.  It's also fine to continue to discuss the definition  
question from Monday.  As we will be discussinf your posting reflects the  
actual content of your message.

Two other things:

1) Mac users, if you had trouble downloading or viewing the  
presentations from the National Institute for Literacy Community  
Literacy Summit, try using a browser other than Safari, for example  
Firefox or Internet Explorer.
http://www.nifl.gov/nifl/community/communityliteracy.html

2) The Web Address for the Build Literacy Web site is:
http://www.buildliteracy.org/

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

Begin forwarded message:

> From: "David J. Rosen" <djrosen at comcast.net>
> Date: June 24, 2007 7:29:30 PM EDT
> To: specialtopics at nifl.gov
> Subject: Community Literacy Discussion Begins
>
> Dear Community Literacy Discussion Colleague,
>
> On Monday we begin a discussion of adult and family community  
> literacy. First I would like to thank our guests: Margaret Doughty,  
> Carl Guerriere, Petrice Sams- Abiodun, Darlene Kostrub, Jeff  
> Carter, and Kathy Chernus. You can learn more about them by going  
> to http://tinyurl.com/23nvye )
>
> Here's how the National Institute for Literacy Special Topics  
> discussion list works:
>
> ? A discussion opens and a few days later it closes.  Between  
> discussions there are usually no messages posted until the next  
> discussion is ready to begin.
>
> ? A discussion is carried on by e-mail. As a subscriber all of the  
> messages will be sent to your e-mail.  These might include  
> information, questions, replies to questions, comments and  
> expansions, further explanations, requests for more detail,  
> comments on other perspectives, and more. Sometimes a discussion  
> with guests consists of just questions to the guests and their  
> answers, but I will try to encourage real discussion, especially  
> since we have other experts in community literacy among our  
> participants.
>
> ? You will probably get a lot of e-mail from the Special Topics  
> discussion list each day for the next five days!  You might decide  
> to skim the messages, read through the ones that especially  
> interest you, and save the rest to read later. Every message is  
> also archived at
> http://www.nifl.gov/pipermail/specialtopics/2007/date.html
>
> ? You can get all the day's postings in one message each day, in  
> "digest format".  To find out how you can set your subscription to  
> do that, go to
> http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>
> ? When you want to send a message, email it to  
> specialtopics at nifl.gov and it will go out to everyone who has  
> subscribed. Please check before you send it that the Subject line  
> of the message is correct for your message, that is, if your  
> message is a continuation of a discussion strand, leave it as is;  
> however, if you are introducing a new topic or strand, then give it  
> a Subject title that concisely and accurately reflects the new  
> content area of your message.
>
> We have several hundred people who are subscribed for this  
> discussion, so we won't do introductions of participants. The bios  
> at http://tinyurl.com/23nvye are your introductions to our guests.   
> We have a lot of questions to discuss this week -- and you may want  
> to post more questions -- so we'll get started now with the  
> questions below to our quests.
>
> We'll begin by discussing what Community Literacy is.  There will  
> be many variations on the definition, of course, and  definitions  
> in this discussion will focus on adult and family community  
> literacy, not just schools reaching out to engage parents in the  
> literacy of their children.
>
> I would like to ask our guests to address the following question  
> from their experience, from research,  and/or from their  
> professional wisdom:
>
> What is Community Literacy?
>
> ? What does community adult and family literacy mean?
>
> ? What are the purposes and goals of community literay we will go on to this question:  How are Community  
> Literacy Coalitions Developed and Sustained?
> I will also post subscribers' messages from Monday with their  
> thoughts about what community literacy is.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
>
>

David J. Rosen
djrosen at comcast.net

From jn at cloudworld.co.uk  Wed Jun 27 12:05:46 2007
From: jn at cloudworld.co.uk (John Nissen)
Date: Wed, 27 Jun 2007 17:05:46 +0100
Subject: [SpecialTopics 379] Re: Improving Literacy for Individuals
	withSignificant Disabilities using AAC to Speak!
References: <b2a25a080706262057m759eff0cm87dd3cd1ca27944f@mail.gmail.com>
Message-ID: <008d01c7b8d5$05b74470$0202a8c0@mesh>

Hello Mary,

You raise many important questions of a political nature, but I may be able 
to help on the technical and pedagogical side, as I have worked on assistive 
technology and special educational needs for the past ten years.

AAC users cover a spectrum of disabilities, ranging from speech impairment 
to quadriplegic, but often disabilities associated with cerebral palsy (CP).

I have come to the opinion that the best way to teach people to read, 
regardless of age and disability, is through synthetic phonics, as it 
teaches the association between letter or letter combinations (graphemes) 
and sound or sound combinations (phonemes), which is the basis of our 
writing system.  For example: 'c' is associated with /k/ in 'cat';  'ch' is 
associated with /t,sh/ in 'church'; 'xc' is associated with /k,s/ in 
'excel'.

Typically with AAC, the user does not use text-to-speech, but either selects 
from pre-written messages represented by pictures, or constructs sentences 
from words represented by symbols (e.g. PCS).  Either way, it is not going 
to help them to become literate.

The first step in literacy is to recognise the individual sounds in words, 
such as /k,a,t/ in 'cat'.  Then what is needed is that the user can select 
from phonemes, represented by graphemes, which, when concatenated, produce 
the sounds of words.  This effectively allows the user to write.

In order to read, the user has to reverse the process.  So the user has to 
learn to construct words from sounds.  This is called 'blending'.  Then the 
user has to recognise graphemes, and use the learnt association between 
graphemes and phonemes, together with pronunciation rules, for decoding 
words.

In typical AAC, the user selects from representations on a computer screen, 
using a pointing device or a switch device (where the representations are 
scanned, and the switch operated when the focus is on the picture/symbol to 
be selected). This could work for selecting graphemes, and I have written a 
program for this, operated by mouse.  However if the user can use some kind 
of keyboard or keypad, the input can be much faster.  I have an invention 
called the tactaphone that allows the user to produce words at almost a 
talking speed, assuming they have reasonable manual dexterity.

Cheers from Chiswick,

John

  ----- Original Message ----- 
  From: Mary McAlpine
  To: specialtopics at nifl.gov
  Sent: Wednesday, June 27, 2007 4:57 AM
  Subject: [SpecialTopics 375] Improving Literacy for Individuals 
withSignificant Disabilities using AAC to Speak!

  Thank you for the opportunity to seek professional assistance.

  I am writing on behalf of our adult daughter and other adults using 
augmentative and alternative communication (AAC) in Nebraska.  It is very 
important that adults relying on high tech devices gain access to 
educational materials.  Their struggles are magnified once graduating from 
the Department of Education services.  Please know we will be honest and 
straightforward in our reporting.

  How can we improve literacy and reading skills for individuals using 
Augmentative and Alternative Communication (AAC) to speak?

       1.  Many AAC users have never had equal access to electronic 
educational materials, testing tools, adapted curriculum, adapted computer 
classes, etc.
       2.  During the Dept. of Ed. years, physical needs not intellectual 
needs were met.
  Segregated classroom and pull out services started the educational gap.
       3.  AAC technology gains, overcoming access issues for persons with 
significant physical disabilities took time away from learning.
       4.  Low tech didn't work for us.
       5.  Emerging high technologies helped to level AAC user's playing 
field by gaining a limited voice for needs and wants with Bliss, Rebus and 
MinSpeak symbols.
       6.  Para professionals and direct care staff were instructed to 
assist with classroom activities for AAC users with the least amount of 
training and pay.
       7.  Educational materials were never accessible for people needing 
their curriculum adapted or programmed into their speech device so they 
could study a lesson.
       8.  Speech language pathology support was spent mostly on programming 
needs and wants rather than teaching them to read.
       9.  At a conference here in Nebraska, a presenter asked a room filled 
with over sixty SLPs how many had taken any literacy classes.  Only three 
ladies had this experience.
      10.  Literacy lessons and conversational speech needs to be developed 
for these AAC end users who are not fluent.  We have tried to individualize 
these preprogrammed messages without identifying learning styles, cognition 
or user's preferences or their future goals.
      11.  Low expectation is the bigger challenge than equal access.  These 
AAC users have difficulty in controlling their muscles thus causing 
frustrations and motor control errors not necessarily cognition errors. 
These muscle control issues do not go away after graduation.  They are 
lifelong.  Support and services should be birth to death.
      12.  My husband's career transferred us several moves all across the 
United States.  We would begin with one technique and then have to move to a 
new city and start over with a new strategy.

  Here are some of the challenges we face in Nebraska:
       1.  We have a speech language pathology shortage.  The Dept. of Ed 
hires the best SLPs trained in AAC.  Hard to gain funding access to serve 
adults unless significant progress is obtained.  These AAC users must show a 
steep learning curve when they do not have electronic lessons to practice 
when they are alone.  Many AAC users don't meet that curve.
       2.  Not all SLPs specialize in augmentative communication.
       3.  Nebraska is a rural state.  There is little if no support for 
even speech evaluations for adults with developmental disabilities in the 
western part of the state.
       4.  School districts discourage multiple disciplinary teams from 
making recommendations for assistive technology devices or AAC devices for 
persons needing a voice for fear the district will have to fund the device.
       5.  Outside funding sources should be developed to help offset the 
cost for school districts to fund these AAC devices so children can gain 
access to speech technologies and be allowed to begin their educational 
odyssey at a much younger age.
       6.  The State of Nebraska has supported funding for speech 
technologies.  We are forever grateful!
       7.  Nebraska has restrictions on billable funding support for 
follow-along SLP services after an AAC user becomes an adult.
       8.  The family is expected to take responsibility to do trouble 
shooting, follow-along programming, congruence, power and maintenance issues 
for their child's or adult's AAC device.
       9.  When setting up these devices, we should have literacy training 
support to help AAC users learn to read and write with their computers. 
Life is spontaneous.  It is impossible to program for the unexpected.
     10.  These high tech tools come without instructions for assembly when 
combining technologies.
     11.  Follow-along training from the SLP who completed the assessment 
and evaluation, will ensure the AAC device is the right tool.  Technology 
abandonment may result without follow-along training.

  If manufacturers fail to deliver what has been promised, who is 
accountable?  We need a Federal Commission for the Speech Impaired.  We need 
a Federal organization willing to take responsibility for successful 
outcomes.  What are the checks and balances for these vulnerable AAC users? 
It's like the fox guarding the hen house.  In Nebraska we have been informed 
that the Tech Acts are forbidden to provide on-going training after the sale 
of these assistive technology tools.  The State Tech Acts are only allowed 
to offer demonstration sites.  They can give information and referral but no 
ongoing training support after the sale.  Where can you go to try before you 
buy when combining software and hardware from different manufacturers?

  We want to connect with others who believe literacy is achievable for 
adults with developmental disabilities using AAC devices.  We do not have 
any coalitions in place that I'm aware of in Nebraska for improving literacy 
for people with significant disabilities.  Together we can make a 
difference.  We need a champion in this field.  Thank you for allowing us 
this opportunity to seek assistance.

  God bless,
  Mary McAlpine
  Omaha, NE
  Christine McAlpine
  York, NE

------------------------------------------------------------------------------

  -------------------------------
  National Institute for Literacy
  Special Topics mailing list
  SpecialTopics at nifl.gov
  To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
  Email delivered to jn at cloudworld.co.uk 

From jamesomar at hotmail.com  Wed Jun 27 12:01:17 2007
From: jamesomar at hotmail.com (omar james)
Date: Wed, 27 Jun 2007 16:01:17 +0000
Subject: [SpecialTopics 380] Re: models of successful collaboration? Question
In-Reply-To: <MHEMKJNHLDIEMGGCCKCCOEFPDGAA.Kgotthardt@comcast.net>
Message-ID: <BAY118-F33D03703F52D90135AE0C5AE0A0@phx.gbl>

An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/specialtopics/attachments/20070627/6a665d7b/attachment.html 

From djrosen at comcast.net  Wed Jun 27 12:21:46 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 27 Jun 2007 12:21:46 -0400
Subject: [SpecialTopics 381] Re: Improving Literacy for Individuals
	withSignificant Disabilities using AAC to Speak!
In-Reply-To: <008d01c7b8d5$05b74470$0202a8c0@mesh>
References: <b2a25a080706262057m759eff0cm87dd3cd1ca27944f@mail.gmail.com>
	<008d01c7b8d5$05b74470$0202a8c0@mesh>
Message-ID: <749642E8-213E-4449-9535-76F7E1020443@comcast.net>

Mary, John and others,

Thanks for raising awareness about disability issues, but in this  
discussion let's focus on community literacy, not the technical  
aspects of teaching people to read.

Thanks.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.ent

On Jun 27, 2007, at 12:05 PM, John Nissen wrote:

>
> Hello Mary,
>
> You raise many important questions of a political nature, but I may  
> be able
> to help on the technical and pedagogical side, as I have worked on  
> assistive
> technology and special educational needs for the past ten years.
>
> AAC users cover a spectrum of disabilities, ranging from speech  
> impairment
> to quadriplegic, but often disabilities associated with cerebral  
> palsy (CP).
>
> I have come to the opinion that the best way to teach people to read,
> regardless of age and disability, is through synthetic phonics, as it
> teaches the association between letter or letter combinations  
> (graphemes)
> and sound or sound combinations (phonemes), which is the basis of our
> writing system.  For example: 'c' is associated with /k/ in 'cat';   
> 'ch' is
> associated with /t,sh/ in 'church'; 'xc' is associated with /k,s/ in
> 'excel'.
>
> Typically with AAC, the user does not use text-to-speech, but  
> either selects
> from pre-written messages represented by pictures, or constructs  
> sentences
> from words represented by symbols (e.g. PCS).  Either way, it is  
> not going
> to help them to become literate.
>
> The first step in literacy is to recognise the individual sounds in  
> words,
> such as /k,a,t/ in 'cat'.  Then what is needed is that the user can  
> select
> from phonemes, represented by graphemes, which, when concatenated,  
> produce
> the sounds of words.  This effectively allows the user to write.
>
> In order to read, the user has to reverse the process.  So the user  
> has to
> learn to construct words from sounds.  This is called 'blending'.   
> Then the
> user has to recognise graphemes, and use the learnt association  
> between
> graphemes and phonemes, together with pronunciation rules, for  
> decoding
> words.
>
> In typical AAC, the user selects from representations on a computer  
> screen,
> using a pointing device or a switch device (where the  
> representations are
> scanned, and the switch operated when the focus is on the picture/ 
> symbol to
> be selected). This could work for selecting graphemes, and I have  
> written a
> program for this, operated by mouse.  However if the user can use  
> some kind
> of keyboard or keypad, the input can be much faster.  I have an  
> invention
> called the tactaphone that allows the user to produce words at  
> almost a
> talking speed, assuming they have reasonable manual dexterity.
>
> Cheers from Chiswick,
>
> John
>
>
>   ----- Original Message -----
>   From: Mary McAlpine
>   To: specialtopics at nifl.gov
>   Sent: Wednesday, June 27, 2007 4:57 AM
>   Subject: [SpecialTopics 375] Improving Literacy for Individuals
> withSignificant Disabilities using AAC to Speak!
>
>
>   Thank you for the opportunity to seek professional assistance.
>
>   I am writing on behalf of our adult daughter and other adults using
> augmentative and alternative communication (AAC) in Nebraska.  It  
> is very
> important that adults relying on high tech devices gain access to
> educational materials.  Their struggles are magnified once  
> graduating from
> the Department of Education services.  Please know we will be  
> honest and
> straightforward in our reporting.
>
>   How can we improve literacy and reading skills for individuals using
> Augmentative and Alternative Communication (AAC) to speak?
>
>        1.  Many AAC users have never had equal access to electronic
> educational materials, testing tools, adapted curriculum, adapted  
> computer
> classes, etc.
>        2.  During the Dept. of Ed. years, physical needs not  
> intellectual
> needs were met.
>   Segregated classroom and pull out services started the  
> educational gap.
>        3.  AAC technology gains, overcoming access issues for  
> persons with
> significant physical disabilities took time away from learning.
>        4.  Low tech didn't work for us.
>        5.  Emerging high technologies helped to level AAC user's  
> playing
> field by gaining a limited voice for needs and wants with Bliss,  
> Rebus and
> MinSpeak symbols.
>        6.  Para professionals and direct care staff were instructed to
> assist with classroom activities for AAC users with the least  
> amount of
> training and pay.
>        7.  Educational materials were never accessible for people  
> needing
> their curriculum adapted or programmed into their speech device so  
> they
> could study a lesson.
>        8.  Speech language pathology support was spent mostly on  
> programming
> needs and wants rather than teaching them to read.
>        9.  At a conference here in Nebraska, a presenter asked a  
> room filled
> with over sixty SLPs how many had taken any literacy classes.  Only  
> three
> ladies had this experience.
>       10.  Literacy lessons and conversational speech needs to be  
> developed
> for these AAC end users who are not fluent.  We have tried to  
> individualize
> these preprogrammed messages without identifying learning styles,  
> cognition
> or user's preferences or their future goals.
>       11.  Low expectation is the bigger challenge than equal  
> access.  These
> AAC users have difficulty in controlling their muscles thus causing
> frustrations and motor control errors not necessarily cognition  
> errors.
> These muscle control issues do not go away after graduation.  They are
> lifelong.  Support and services should be birth to death.
>       12.  My husband's career transferred us several moves all  
> across the
> United States.  We would begin with one technique and then have to  
> move to a
> new city and start over with a new strategy.
>
>   Here are some of the challenges we face in Nebraska:
>        1.  We have a speech language pathology shortage.  The Dept.  
> of Ed
> hires the best SLPs trained in AAC.  Hard to gain funding access to  
> serve
> adults unless significant progress is obtained.  These AAC users  
> must show a
> steep learning curve when they do not have electronic lessons to  
> practice
> when they are alone.  Many AAC users don't meet that curve.
>        2.  Not all SLPs specialize in augmentative communication.
>        3.  Nebraska is a rural state.  There is little if no  
> support for
> even speech evaluations for adults with developmental disabilities  
> in the
> western part of the state.
>        4.  School districts discourage multiple disciplinary teams  
> from
> making recommendations for assistive technology devices or AAC  
> devices for
> persons needing a voice for fear the district will have to fund the  
> device.
>        5.  Outside funding sources should be developed to help  
> offset the
> cost for school districts to fund these AAC devices so children can  
> gain
> access to speech technologies and be allowed to begin their  
> educational
> odyssey at a much younger age.
>        6.  The State of Nebraska has supported funding for speech
> technologies.  We are forever grateful!
>        7.  Nebraska has restrictions on billable funding support for
> follow-along SLP services after an AAC user becomes an adult.
>        8.  The family is expected to take responsibility to do trouble
> shooting, follow-along programming, congruence, power and  
> maintenance issues
> for their child's or adult's AAC device.
>        9.  When setting up these devices, we should have literacy  
> training
> support to help AAC users learn to read and write with their  
> computers.
> Life is spontaneous.  It is impossible to program for the unexpected.
>      10.  These high tech tools come without instructions for  
> assembly when
> combining technologies.
>      11.  Follow-along training from the SLP who completed the  
> assessment
> and evaluation, will ensure the AAC device is the right tool.   
> Technology
> abandonment may result without follow-along training.
>
>   If manufacturers fail to deliver what has been promised, who is
> accountable?  We need a Federal Commission for the Speech  
> Impaired.  We need
> a Federal organization willing to take responsibility for successful
> outcomes.  What are the checks and balances for these vulnerable  
> AAC users?
> It's like the fox guarding the hen house.  In Nebraska we have been  
> informed
> that the Tech Acts are forbidden to provide on-going training after  
> the sale
> of these assistive technology tools.  The State Tech Acts are only  
> allowed
> to offer demonstration sites.  They can give information and  
> referral but no
> ongoing training support after the sale.  Where can you go to try  
> before you
> buy when combining software and hardware from different manufacturers?
>
>   We want to connect with others who believe literacy is achievable  
> for
> adults with developmental disabilities using AAC devices.  We do  
> not have
> any coalitions in place that I'm aware of in Nebraska for improving  
> literacy
> for people with significant disabilities.  Together we can make a
> difference.  We need a champion in this field.  Thank you for  
> allowing us
> this opportunity to seek assistance.
>
>   God bless,
>   Mary McAlpine
>   Omaha, NE
>   Christine McAlpine
>   York, NE
>
>
>
>
>
>
>
>
>
>
>
>
> ---------------------------------------------------------------------- 
> --------
>
>
>   -------------------------------
>   National Institute for Literacy
>   Special Topics mailing list
>   SpecialTopics at nifl.gov
>   To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>   Email delivered to jn at cloudworld.co.uk
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

From doughtyhrc at aol.com  Wed Jun 27 12:20:01 2007
From: doughtyhrc at aol.com (doughtyhrc at aol.com)
Date: Wed, 27 Jun 2007 16:20:01 +0000
Subject: [SpecialTopics 382] Re: models of successful collaboration? Question
In-Reply-To: <MHEMKJNHLDIEMGGCCKCCOEFPDGAA.Kgotthardt@comcast.net>
References: <1118231971kchernus@mprinc.com><MHEMKJNHLDIEMGGCCKCCOEFPDGAA.Kgotthardt@comcast.net>
Message-ID: <968148421-1182961345-cardhu_decombobulator_blackberry.rim.net-1096361852-@bxe117.bisx.prod.on.blackberry>

Katherine - thanks for bringing up the subject of communiy college involvement in coalitions. Because of the need to create pipelines for success for learners and because colleges not only offer GED, ESOL and remedial education (often to a very high percentage of the student body at large) colleges play a major role in most coalitions.  The coalition in Dayton is co-located with the ABLE Resource Center in Sinclair Community College, for instance.  This also brings up an important issue related to indicators for success. Coalitions with an institutional partner have demonstrated a higher sustainability than those standing alone.  The institution might be a business leader (Los Angeles), a hospital (Gary), a university (New Orleans), a city (San Antonio), a community foundation (Oklahoma City), etc. As Darlene notes there are many different models to help meet community needs.
Margaret
Sent from my BlackBerry wireless handheld.

-----Original Message-----
From: "Katherine G" <Kgotthardt at comcast.net>

Date: Wed, 27 Jun 2007 09:42:05 
To:"Kathy Chernus" <kchernus at mprinc.com>, <specialtopics at nifl.gov>
Subject: [SpecialTopics 376] Re: models of successful collaboration? Question

Hello Everyone--

I am sure I missed this somewhere, but does anyone here have experience with
Community Colleges working as collaborators for community literacy?  I know
there are sometimes low-cost ESL programs offered, but I am not sure how
students are referred or what a college's relationship with these other
programs might be.

Katherine Mercurio Gotthardt, ESOL Distance Education Instructor
Prince William County Public Schools
Adult Education
P.O. Box 389
Manassas, VA 20108
work 703-791-8387
fax 703-791-8889

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Kathy Chernus
Sent: Tuesday, June 26, 2007 3:14 PM
To: specialtopics at nifl.gov; Wrigley, Heide
Subject: [SpecialTopics 363] Re: models of successful collaboration?

Hi Heide and everyone.  You?ve clearly articulated some of the challenges of
partnering we found when we visited twelve communities that have come
together to support adult and family literacy a few years ago (Darlene?s
Palm Beach County Literacy Coalition was one of the partnerships we
visited). I?ll respond to David?s question about what community literacy
means separately, but I think true partnerships mean real collaboration and
these types of partnerships have the potential to create a system of adult
and family literacy within a community.

When we began searching for promising partnerships, we looked to the
literature to identify characteristics of successful partnerships and
expanded these after the site visits.  Examples of these include:
-Strong leadership
-Putting  the needs of the community first
-Broad participation from the community (including adult learners)
-Mutual respect and trust among the partners
-A willingness to give up turf issues
-Open and frequent communication among the partners
-Flexibility to meet the changing needs of their communities
-Collaboration on many levels, among the leadership and staff
-A diverse funding base

In addition, the partners recognized that the partnerships have to serve the
partners as well as the community (one partner described it as ?mutual
self-interest?).

One result of many of partnerships we studied was increased community
awareness of and support for adult literacy.  For more details about how and
why these partnerships work, you might want to look at Commitment Comes in
All Shapes and Sizes, a report that summarizes our findings
http://www.c-pal.net/profiles/synthesis.html.

It would be hard to select just one example from these partnerships.  They?
re all so different. Some focus on the needs of immigrant and refugees
(Heide you might be particularly interested in the Juntos partnership and
the Cedar Riverside Adult Education Collaborative), some are part of  a
statewide initiative, one is library-based, some are business-driven, some
focus on correctional education, and some offer family literacy programs.
Some include one provider and others include several (publicly funded as
well as community-based non-profits).  Some are the hub of multiple
partnerships (like Palm Beach County Literacy Coalition), and others involve
a single partnership.

To view a list of the partnerships that includes brief descriptions and
links to the full reports see http://www.c-pal.net/profiles/index.html

Thanks.

Kathy

On Monday, June 25, 2007 8:20 PM, Wrigley, Heide <heide at literacywork.com>
wrote:
>Hi, Kathy! Nice to see you on-line.
>
>Kathy is there a particular community that stands out in your
>study as having a particularly successful collaboration? I'm
>knee deep in issues around immigrant integration and I wonder
>what particular approaches create a win-win situation for all
>community partners.
>
>I'm aware of partnerships that are in name only, as everyone
>gets together ostensibly to collaborate but then nothing much
>happens beyond talk. As a panelist at the Spokane conference on
>transitions mentioned (and I paraphrase)"agencies often want
>others to collaborate but are unwilling to give on turf issues.
>The message sent is - we'll be happy to use your money to do
>something special, but we need all of our monies to do what we
>are already doing. Partners need to realize that on some issues
>you come out ahead in a collaboration and in others you don't."
>
>The question is of course for the entire list: What does it
>take to build successful partnerships around a common goal and
>what are examples of partnerships that work because there is
>significant "value added" through the collaboration that
>results in better opportunities for community members.
>
>Cheers
>
>Heide
>
>Heide Spruck Wrigley
>LiteracyWork International
>Mesilla, New Mexico
>
>-----Original Message-----
>From: specialtopics-bounces at nifl.gov
>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
>Sent: Monday, June 25, 2007 12:53 PM
>To: specialtopics at nifl.gov
>Subject: [SpecialTopics 341] Re: Community Literacy Discussion
>Begins
>
>Hi everyone. David, thank you for convening this discussion and
>inviting me to participate.
>
>In the Community Partnerships for Adult Learning (C-PAL) study
>of community partnerships that support adult education, we
>found that community literacy looks quite different from
>community to community (see
>http://www.c-pal.net/profiles/index.html).  For example, there
>are a variety of types of organizations that partner and may
>include one or several providers; they may serve a specific
>population or anyone in the community with adult literacy or
>English language and literacy needs; some have formal
>agreements but others have no infrastructure. That said, they
>share a common commitment to adult learners in need of literacy
>services. Many recognize the connections between adult
>literacy, workforce development, and economic development.  The
>purpose of these partnerships is to increase the availability
>and quality of adult education and other literacy services.
>
>In the partnerships we studied, the partners who come together
>to support adult literacy include: adult education providers
>(local school systems, community colleges, libraries,
>community-based and faith-based organizations, public housing
>facilities, correctional facilities, etc.), businesses, state
>and local government, workforce development and social service
>agencies, public housing facilities, and other community
>organizations.
>
>Hope this is helpful.
>
>Kathy Chernus
>
>
>On Sunday, June 24, 2007 7:29 PM, David J. Rosen <djrosen at comcast.net>
wrote:
>>
>>Dear Community Literacy Discussion Colleague,
>>
>>
>>On Monday?we begin a discussion of adult and family community
>>literacy. First I would like to thank our guests: Margaret
>>Doughty, Carl?Guerriere, Petrice Sams- Abiodun, Darlene
>>Kostrub, Jeff Carter,?and Kathy Chernus. You can learn more
>>about them by going to?http://tinyurl.com/23nvye )
>>
>>
>>Here's how the National Institute for Literacy Special Topics
>>discussion list works:
>>
>>
>>* A discussion opens and a few days later it closes.? Between
>>discussions there are usually no messages posted until the next
>>discussion is ready to begin.
>>
>>
>>* A discussion is carried on by e-mail. As a subscriber all of
>>the messages will be sent to your e-mail.? These might include
>>information, questions, replies to questions, comments and
>>expansions, further explanations, requests for more detail,
>>comments on other perspectives, and more. Sometimes a
>>discussion with guests consists of just questions to the guests
>>and their answers, but I will try to encourage real discussion,
>>especially since we have other experts in community literacy
>>among our participants.??
>>
>>
>>* You will probably get a lot of e-mail from the Special Topics
>>discussion list each day for the next five days!? You might
>>decide to skim the messages, read through the ones that
>>especially interest you, and save the rest to read later.
>Every message is also archived at?
>>http://www.nifl.gov/pipermail/specialtopics/2007/date.html??
>>
>>
>>* You can get all the day's postings in one message each day,
>>in "digest format".? To find out how you can set your subscription to do
that, go to
>>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>>
>>
>>* When you want to send a message, email it to
>>specialtopics at nifl.gov and it will go out to everyone who has
>>subscribed. Please check before you send it that the Subject
>>line of the message is correct for your message, that is, if
>>your message is a continuation of a discussion strand, leave it
>>as is; however, if you are introducing a new topic or strand,
>>then give it a Subject title that concisely and accurately
>>reflects the new content area of your message.
>>
>>
>>We have several hundred people who are subscribed for this
>>discussion, so we won't do introductions of participants. The
>>bios at?http://tinyurl.com/23nvye are your introductions to our
>>guests.? We have a lot of questions to discuss this week -- and
>>you may want to post more questions -- so we'll get started now
>>with the questions below to our quests.
>>
>>
>>We'll begin by discussing what Community Literacy is.? There
>>will be many variations on the definition, of course, and?
>>definitions in this discussion will focus on adult and family
>>community literacy, not just schools reaching out to engage
>>parents in the literacy of their children.
>>
>>
>>I would like to ask our guests to address the following
>>question from their experience, from research,? and/or from
>>their professional wisdom:
>>
>>
>>What is Community Literacy?
>>?
>>* What does community adult and family literacy mean?
>>?
>>* What are the purposes and goals of community literacy?
>>?
>>* Why is community literacy important?
>>?
>>* Typically, who are the key community literacy stake holders?
>>
>>
>>On Tuesday we will go on to this question:??How are Community
>>Literacy Coalitions Developed and Sustained?
>>I?will also post subscribers' messages from Monday with their
>>thoughts about what community literacy is.?
>>
>>
>>David J. Rosen
>>Special Topics Discussion Moderator
>>djrosen at comcast.net
>>
>>
>>
>>
>>
>>
>>
>>
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go
>>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>Email delivered to kchernus at mprinc.com
>>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to heide at literacywork.com
>
--
Kathy Chernus
Director, Adult Education and Literacy
MPR Associates, Inc.
2401 Pennsylvania Avenue, NW
Suite 410
Washington, DC 20037
202/478-1027 x 102
www.mprinc.com

-------------------------------
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From doughtyhrc at aol.com  Wed Jun 27 12:27:46 2007
From: doughtyhrc at aol.com (doughtyhrc at aol.com)
Date: Wed, 27 Jun 2007 16:27:46 +0000
Subject: [SpecialTopics 383] Re: Sustaining Community Literacy Partnerships
In-Reply-To: <d0e.cdfa0f2.33b3af69@aol.com>
References: <d0e.cdfa0f2.33b3af69@aol.com>
Message-ID: <2122720088-1182961809-cardhu_decombobulator_blackberry.rim.net-620578981-@bxe117.bisx.prod.on.blackberry>

Darlene - thanks for your description of funding sources.  Can I add a trend that I'm seeing.  You mentioned the funding to operate the coalition as well as funding and resources for your members.  There is some interesting dialogue about the important role of intermediaries, the Community Compassion Funds are an example.  I'm hearing much more appreciation from foundations for the work of intermediaries.  I'm also seeing models where three-way partnerships are funding operations so that 100 percent of additional funds raised can flow through to providers.

Margaret
Sent from my BlackBerry wireless handheld.

-----Original Message-----
From: DSKostrub at aol.com

Date: Wed, 27 Jun 2007 08:17:45 
To:specialtopics at nifl.gov
Subject: [SpecialTopics 371] Re: Sustaining Community Literacy Partnerships

In a message dated 6/26/2007 9:32:07 AM Eastern Standard Time, kbyrnes at unitedway-cny.org writes:
In response to the questions raised by Kathy Byrnes....
?
The Palm Beach County Literacy Coalition brings together all the adult, family and children's literacy providers to work together in several key areas.? We facilitate meetings each month with all adult providers and separately with all children's and family literacy providers.? We network, plan training events and professional development together that the Coalition is often able to fund and we support each other in all the many programs and activities taking place.? The many different literacy organizations secure their own 
basic funding.
?
The Coalition itself gets funding from the state, the school district, federal govt., family foundations, larger foundations.? THis funding is used to benefit local programming and all providers.? The Coalition operates a Literacy Hotline than covers four of the largest counties in Florida and we recruit adult learners and volunteers through an extensive media campaign that runs year round and we refer and match these people to all the literacy providers, school district, etc. in the region.? We do tutor training and refer the trained tutors to all literacy organizations.? We are able to offer mini-grants to smaller providers.? Through two state grants, we are able to facilitate extensive training in four counties that meets the needs identified through a needs assessment process.? We are also able to fund and distribute valuable curriculum and learning materials to programs throughout the region.? We also have a Literacy*AmeriCorps grant that enables us to recruit, fund and place 15 members in various literacy agencies throughout the county and this has greatly helped to build a much stronger literacy infrastructure.
?
We also facilitate many events during the year that involve all the providers and benefit everyone.? For instance, we are having our third Literacy Expo on Sept. 7 that will involve most all adult and children's providers, honor our mayors' literacy initiative and have a national speaker present.? The public will be invited.
?
When the Coalition was first founded in 1989, there were probably turf issues, but through the years the various providers have learned to trust the Coalition and each other and there seems to be a genuine bond of professional collaboration.
?
I have seen that there are many different models of community literacy and collaboration.? They all have their strengths and areas for potential growth.
?
Thanks for the opportunity to share our model.
?
Darlene Kostrub
www.pbcliteracy.org <http://www.pbcliteracy.org> 
561-279-9103

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From Elsa.Auerbach at umb.edu  Wed Jun 27 12:26:42 2007
From: Elsa.Auerbach at umb.edu (Elsa Auerbach)
Date: Wed, 27 Jun 2007 12:26:42 -0400
Subject: [SpecialTopics 384]  Community Partnerships book
References: <b2a25a080706262057m759eff0cm87dd3cd1ca27944f@mail.gmail.com><008d01c7b8d5$05b74470$0202a8c0@mesh>
	<749642E8-213E-4449-9535-76F7E1020443@comcast.net>
Message-ID: <CA86C83F34740049A1597B62CE83A23A0BCA1F@ebe1.umassb.net>

I thought folks in this discussion might be interested in a volume that I edited entitled Community Partnerships published by TESOL (available through the TESOL website).  The volume includes chapters about partnership projects from many parts of the world and involving many ethnic groups.  It also has a chapter which I wrote that discusses factors that characterize 'successful' partnerships, putting findings from the participating projects into a theoretical framework.  This volume has wonderful examples of a range of project types.
 
Elsa Auerbach
________________________________

From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
Sent: Wed 6/27/2007 12:21 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 381] Re: Improving Literacy for IndividualswithSignificant Disabilities using AAC to Speak!

Mary, John and others,

Thanks for raising awareness about disability issues, but in this 
discussion let's focus on community literacy, not the technical 
aspects of teaching people to read.

Thanks.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.ent

On Jun 27, 2007, at 12:05 PM, John Nissen wrote:

>
> Hello Mary,
>
> You raise many important questions of a political nature, but I may 
> be able
> to help on the technical and pedagogical side, as I have worked on 
> assistive
> technology and special educational needs for the past ten years.
>
> AAC users cover a spectrum of disabilities, ranging from speech 
> impairment
> to quadriplegic, but often disabilities associated with cerebral 
> palsy (CP).
>
> I have come to the opinion that the best way to teach people to read,
> regardless of age and disability, is through synthetic phonics, as it
> teaches the association between letter or letter combinations 
> (graphemes)
> and sound or sound combinations (phonemes), which is the basis of our
> writing system.  For example: 'c' is associated with /k/ in 'cat';  
> 'ch' is
> associated with /t,sh/ in 'church'; 'xc' is associated with /k,s/ in
> 'excel'.
>
> Typically with AAC, the user does not use text-to-speech, but 
> either selects
> from pre-written messages represented by pictures, or constructs 
> sentences
> from words represented by symbols (e.g. PCS).  Either way, it is 
> not going
> to help them to become literate.
>
> The first step in literacy is to recognise the individual sounds in 
> words,
> such as /k,a,t/ in 'cat'.  Then what is needed is that the user can 
> select
> from phonemes, represented by graphemes, which, when concatenated, 
> produce
> the sounds of words.  This effectively allows the user to write.
>
> In order to read, the user has to reverse the process.  So the user 
> has to
> learn to construct words from sounds.  This is called 'blending'.  
> Then the
> user has to recognise graphemes, and use the learnt association 
> between
> graphemes and phonemes, together with pronunciation rules, for 
> decoding
> words.
>
> In typical AAC, the user selects from representations on a computer 
> screen,
> using a pointing device or a switch device (where the 
> representations are
> scanned, and the switch operated when the focus is on the picture/
> symbol to
> be selected). This could work for selecting graphemes, and I have 
> written a
> program for this, operated by mouse.  However if the user can use 
> some kind
> of keyboard or keypad, the input can be much faster.  I have an 
> invention
> called the tactaphone that allows the user to produce words at 
> almost a
> talking speed, assuming they have reasonable manual dexterity.
>
> Cheers from Chiswick,
>
> John
>
>
>   ----- Original Message -----
>   From: Mary McAlpine
>   To: specialtopics at nifl.gov
>   Sent: Wednesday, June 27, 2007 4:57 AM
>   Subject: [SpecialTopics 375] Improving Literacy for Individuals
> withSignificant Disabilities using AAC to Speak!
>
>
>   Thank you for the opportunity to seek professional assistance.
>
>   I am writing on behalf of our adult daughter and other adults using
> augmentative and alternative communication (AAC) in Nebraska.  It 
> is very
> important that adults relying on high tech devices gain access to
> educational materials.  Their struggles are magnified once 
> graduating from
> the Department of Education services.  Please know we will be 
> honest and
> straightforward in our reporting.
>
>   How can we improve literacy and reading skills for individuals using
> Augmentative and Alternative Communication (AAC) to speak?
>
>        1.  Many AAC users have never had equal access to electronic
> educational materials, testing tools, adapted curriculum, adapted 
> computer
> classes, etc.
>        2.  During the Dept. of Ed. years, physical needs not 
> intellectual
> needs were met.
>   Segregated classroom and pull out services started the 
> educational gap.
>        3.  AAC technology gains, overcoming access issues for 
> persons with
> significant physical disabilities took time away from learning.
>        4.  Low tech didn't work for us.
>        5.  Emerging high technologies helped to level AAC user's 
> playing
> field by gaining a limited voice for needs and wants with Bliss, 
> Rebus and
> MinSpeak symbols.
>        6.  Para professionals and direct care staff were instructed to
> assist with classroom activities for AAC users with the least 
> amount of
> training and pay.
>        7.  Educational materials were never accessible for people 
> needing
> their curriculum adapted or programmed into their speech device so 
> they
> could study a lesson.
>        8.  Speech language pathology support was spent mostly on 
> programming
> needs and wants rather than teaching them to read.
>        9.  At a conference here in Nebraska, a presenter asked a 
> room filled
> with over sixty SLPs how many had taken any literacy classes.  Only 
> three
> ladies had this experience.
>       10.  Literacy lessons and conversational speech needs to be 
> developed
> for these AAC end users who are not fluent.  We have tried to 
> individualize
> these preprogrammed messages without identifying learning styles, 
> cognition
> or user's preferences or their future goals.
>       11.  Low expectation is the bigger challenge than equal 
> access.  These
> AAC users have difficulty in controlling their muscles thus causing
> frustrations and motor control errors not necessarily cognition 
> errors.
> These muscle control issues do not go away after graduation.  They are
> lifelong.  Support and services should be birth to death.
>       12.  My husband's career transferred us several moves all 
> across the
> United States.  We would begin with one technique and then have to 
> move to a
> new city and start over with a new strategy.
>
>   Here are some of the challenges we face in Nebraska:
>        1.  We have a speech language pathology shortage.  The Dept. 
> of Ed
> hires the best SLPs trained in AAC.  Hard to gain funding access to 
> serve
> adults unless significant progress is obtained.  These AAC users 
> must show a
> steep learning curve when they do not have electronic lessons to 
> practice
> when they are alone.  Many AAC users don't meet that curve.
>        2.  Not all SLPs specialize in augmentative communication.
>        3.  Nebraska is a rural state.  There is little if no 
> support for
> even speech evaluations for adults with developmental disabilities 
> in the
> western part of the state.
>        4.  School districts discourage multiple disciplinary teams 
> from
> making recommendations for assistive technology devices or AAC 
> devices for
> persons needing a voice for fear the district will have to fund the 
> device.
>        5.  Outside funding sources should be developed to help 
> offset the
> cost for school districts to fund these AAC devices so children can 
> gain
> access to speech technologies and be allowed to begin their 
> educational
> odyssey at a much younger age.
>        6.  The State of Nebraska has supported funding for speech
> technologies.  We are forever grateful!
>        7.  Nebraska has restrictions on billable funding support for
> follow-along SLP services after an AAC user becomes an adult.
>        8.  The family is expected to take responsibility to do trouble
> shooting, follow-along programming, congruence, power and 
> maintenance issues
> for their child's or adult's AAC device.
>        9.  When setting up these devices, we should have literacy 
> training
> support to help AAC users learn to read and write with their 
> computers.
> Life is spontaneous.  It is impossible to program for the unexpected.
>      10.  These high tech tools come without instructions for 
> assembly when
> combining technologies.
>      11.  Follow-along training from the SLP who completed the 
> assessment
> and evaluation, will ensure the AAC device is the right tool.  
> Technology
> abandonment may result without follow-along training.
>
>   If manufacturers fail to deliver what has been promised, who is
> accountable?  We need a Federal Commission for the Speech 
> Impaired.  We need
> a Federal organization willing to take responsibility for successful
> outcomes.  What are the checks and balances for these vulnerable 
> AAC users?
> It's like the fox guarding the hen house.  In Nebraska we have been 
> informed
> that the Tech Acts are forbidden to provide on-going training after 
> the sale
> of these assistive technology tools.  The State Tech Acts are only 
> allowed
> to offer demonstration sites.  They can give information and 
> referral but no
> ongoing training support after the sale.  Where can you go to try 
> before you
> buy when combining software and hardware from different manufacturers?
>
>   We want to connect with others who believe literacy is achievable 
> for
> adults with developmental disabilities using AAC devices.  We do 
> not have
> any coalitions in place that I'm aware of in Nebraska for improving 
> literacy
> for people with significant disabilities.  Together we can make a
> difference.  We need a champion in this field.  Thank you for 
> allowing us
> this opportunity to seek assistance.
>
>   God bless,
>   Mary McAlpine
>   Omaha, NE
>   Christine McAlpine
>   York, NE
>
>
>
>
>
>
>
>
>
>
>
>
> ----------------------------------------------------------------------
> --------
>
>
>   -------------------------------
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>
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David J. Rosen
djrosen at comcast.net

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From HUTCHIDM at gov.ns.ca  Wed Jun 27 12:54:29 2007
From: HUTCHIDM at gov.ns.ca (D. Meredith Hutchings)
Date: Wed, 27 Jun 2007 13:54:29 -0300
Subject: [SpecialTopics 385] Re: models of successful collaboration?	Question
In-Reply-To: <BAY118-F33D03703F52D90135AE0C5AE0A0@phx.gbl>
References: <MHEMKJNHLDIEMGGCCKCCOEFPDGAA.Kgotthardt@comcast.net>
	<BAY118-F33D03703F52D90135AE0C5AE0A0@phx.gbl>
Message-ID: <46826C15.6999.0014.0@gov.ns.ca>

Hello all,

Re collaborations with community colleges... Here in Nova Scotia, the
Department of Education coordinates the Nova Scotia School for Adult
Learning.  There are funding partners ( the Nova Scotia Dept. of
Education, the Nova Scotia Dept. of Community Services and federally
Services Canada).  The NS Dept. of Ed. funds three kinds of delivery
partners: community-based literacy organizations, the Nova Scotia
Community College ( 12 campuses around the province), and Adult High
Schools.  This provides tuition-free education for any adult who has not
completed high school. The Dept. of Ed assists regional staff to
coordinate adult activities of these delivery partners through Regional
Planning Teams.

The Nova Scotia School for Adult Learning supports two full
curriculums, the Adult Learning Program, as well as the "regular" Public
School Curriculum, resulting in a High School Graduation Certificate for
Adults.  On staff we have a Registrar as well as an Assistant Registrar
to assist our delivery partners and students to determine which
curriculum, which credits and which delivery location will be the best
route for people to meet their goals.  Our credit system in the Nova
Scotia School for Adult Learning differs from the Public School system,
requiring fewer high school credits, but only credits at the upper
levels.

We are working with all of the delivery partners, but especially with
the Nova Scotia Community College to figure out some new and innovative
ways of providing paths for high school credits and completion. One of
the most promising initiatives, and one where we are really just getting
going, involves dual accreditation.  That means that students who
complete the 6 required high school credits in the Adult Learning
Program, may be able to be accepted in early admission into a Community
College program of their choice.  When they complete this program (
could be a one year Certificate or a two year Diploma program) they will
be accredited with their Nova Scotia High School Graduation Certificate.
 To get this, 6 credits from their NSCC program are dual-credited which
means that they also considered as the 6 elective credits for their high
school diploma.

We are just about to launch into a new initiative to create additional,
specialized paths to assist students to complete the required outcomes
for the high school diploma while focussing on a specific career path. 
This work is funded, but not started yet...

In some parts of the province, the college campuses also house the
community-based programs so the students move "down the hall".  

The college also provides many services to our ALP students that are
offered to all of their 'core program' students, making their transition
from high school completion into post secondary that much more
supported.

This is the 5th anniversary for the Nova Scotia School for Adult
Learning.   To celebrate, we are just launching a new marketing plan to
raise more awareness province wide.  This marketing scheme includes TV
ads which will also be shown in cinemas during those pre-movie ads.  All
of our delivery partners are assisting us with this marketing plan, with
students providing testimonials, instructors and students being filmed
etc. There are still many challenges, but the initiative is growing,
thanks to the collaboration involved at all levels.

Meredith

Meredith Hutchings
Curriculum Consultant
NS Department of Education
Skills and Learning Branch
Adult Education Division
4th Floor, 2021 Brunswick St.
P.O. Box 578
Halifax, NS B3J 2S9
(902) 424-1881 phone
(902) 424-1171 fax
hutchidm at gov.ns.ca 

>>> "omar james" <jamesomar at hotmail.com> 6/27/2007 1:01 PM >>>

Hi Kathy:
I'm late getting into the discussion. I teach ESOL and GED through one
of the City University of New York (CUNY) community colleges in
Manhattan- BMCC. We get funding from a city agency called the Department
of Youth and Community Development (DYCD). I am not totally sure of the
nuts and bolts of funding since I'm just a classroom instructor,
however, if you can collaborate with a community college I think it
provides a win/win best of both worlds situation for everyone. Students
like being on a college campus and the college gets funds for each
educational gain that students make on the BEST Plus or the TABE test.
Also, the students seem more willing to commit to being in these types
of programs than community based literacy programs because their peers
and associates who are in college tell them about the remedial classes
that they are taking that are often comparable to what is being taught
in the literacy programs. DYCD also pays the college if students get
jobs or get a higher paying job or transition off of public assistance
or their PA grant or food stamps are reduced. 
Having taught in several types of adult literacy programs I have found
that the community college partnership is the best not only for the
reasons listed above, but also because we have our own cross campus
professional development staff who are quite accessible and very attuned
to quality in the classroom; they're an added layer of teaching support
(they're the ones who told me about this discussion). That extra level
of support helps tremendously in such an emerging field. The best thing
about this type of partership is that CUNY adult literacy programs can
demand that students across the board develop critical thinking skills
through the implementation and use of theme based curricula. One of the
big challenges I have found in adult literacy, especially with GED and
pre-GED students is that there is often a need to develop critical
literacy and problem solving skills apart from just doing drill and
practice exercises, which are what students often say they need. I have
found that the community college "college prep" style of program has
been the best environment for getting students ready for the GED exam
because it gets them to think about bigger issues besides test prep.
I've also found this to be true with ESOL students and like I mentioned
above in this model of program students have been willing to attend for
several years because they see it as a bridge to higher education.
Lester Lambert
ESOL/GED Instructor
Borough of Manhattan Community College Center for Adult and Continuiung
Education and Workforce Development
Adult Literacy Program

From:  "Katherine G" <Kgotthardt at comcast.net>
Reply-To:  specialtopics at nifl.gov 
To:  "Kathy Chernus" <kchernus at mprinc.com>,<specialtopics at nifl.gov>
Subject:  [SpecialTopics 376] Re: models of successful collaboration?
Question
Date:  Wed, 27 Jun 2007 09:42:05 -0400
>Hello Everyone--
>
>I am sure I missed this somewhere, but does anyone here have
experience with
>Community Colleges working as collaborators for community literacy?  I
know
>there are sometimes low-cost ESL programs offered, but I am not sure
how
>students are referred or what a college's relationship with these
other
>programs might be.
>
>
>Katherine Mercurio Gotthardt, ESOL Distance Education Instructor
>Prince William County Public Schools
>Adult Education
>P.O. Box 389
>Manassas, VA 20108
>work 703-791-8387
>fax 703-791-8889
>
>
>-----Original Message-----
>From: specialtopics-bounces at nifl.gov 
>[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Kathy Chernus
>Sent: Tuesday, June 26, 2007 3:14 PM
>To: specialtopics at nifl.gov; Wrigley, Heide
>Subject: [SpecialTopics 363] Re: models of successful collaboration?
>
>
>Hi Heide and everyone.  You?ve clearly articulated some of the
challenges of
>partnering we found when we visited twelve communities that have come
>together to support adult and family literacy a few years ago
(Darlene?s
>Palm Beach County Literacy Coalition was one of the partnerships we
>visited). I?ll respond to David?s question about what community
literacy
>means separately, but I think true partnerships mean real
collaboration and
>these types of partnerships have the potential to create a system of
adult
>and family literacy within a community.
>
>When we began searching for promising partnerships, we looked to the
>literature to identify characteristics of successful partnerships and
>expanded these after the site visits.  Examples of these include:
>-Strong leadership
>-Putting  the needs of the community first
>-Broad participation from the community (including adult learners)
>-Mutual respect and trust among the partners
>-A willingness to give up turf issues
>-Open and frequent communication among the partners
>-Flexibility to meet the changing needs of their communities
>-Collaboration on many levels, among the leadership and staff
>-A diverse funding base
>
>In addition, the partners recognized that the partnerships have to
serve the
>partners as well as the community (one partner described it as
?mutual
>self-interest?).
>
>One result of many of partnerships we studied was increased community
>awareness of and support for adult literacy.  For more details about
how and
>why these partnerships work, you might want to look at Commitment
Comes in
>All Shapes and Sizes, a report that summarizes our findings
>http://www.c-pal.net/profiles/synthesis.html.
>
>It would be hard to select just one example from these partnerships. 
They?
>re all so different. Some focus on the needs of immigrant and
refugees
>(Heide you might be particularly interested in the Juntos partnership
and
>the Cedar Riverside Adult Education Collaborative), some are part of 
a
>statewide initiative, one is library-based, some are business-driven,
some
>focus on correctional education, and some offer family literacy
programs.
>Some include one provider and others include several (publicly funded
as
>well as community-based non-profits).  Some are the hub of multiple
>partnerships (like Palm Beach County Literacy Coalition), and others
involve
>a single partnership.
>
>To view a list of the partnerships that includes brief descriptions
and
>links to the full reports see http://www.c-pal.net/profiles/index.html

>
>
>Thanks.
>
>Kathy
>
>
>On Monday, June 25, 2007 8:20 PM, Wrigley, Heide
<heide at literacywork.com>
>wrote:
> >Hi, Kathy! Nice to see you on-line.
> >
> >Kathy is there a particular community that stands out in your
> >study as having a particularly successful collaboration? I'm
> >knee deep in issues around immigrant integration and I wonder
> >what particular approaches create a win-win situation for all
> >community partners.
> >
> >I'm aware of partnerships that are in name only, as everyone
> >gets together ostensibly to collaborate but then nothing much
> >happens beyond talk. As a panelist at the Spokane conference on
> >transitions mentioned (and I paraphrase)"agencies often want
> >others to collaborate but are unwilling to give on turf issues.
> >The message sent is - we'll be happy to use your money to do
> >something special, but we need all of our monies to do what we
> >are already doing. Partners need to realize that on some issues
> >you come out ahead in a collaboration and in others you don't."
> >
> >The question is of course for the entire list: What does it
> >take to build successful partnerships around a common goal and
> >what are examples of partnerships that work because there is
> >significant "value added" through the collaboration that
> >results in better opportunities for community members.
> >
> >Cheers
> >
> >Heide
> >
> >Heide Spruck Wrigley
> >LiteracyWork International
> >Mesilla, New Mexico
> >
> >-----Original Message-----
> >From: specialtopics-bounces at nifl.gov 
> >[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
> >Sent: Monday, June 25, 2007 12:53 PM
> >To: specialtopics at nifl.gov 
> >Subject: [SpecialTopics 341] Re: Community Literacy Discussion
> >Begins
> >
> >Hi everyone. David, thank you for convening this discussion and
> >inviting me to participate.
> >
> >In the Community Partnerships for Adult Learning (C-PAL) study
> >of community partnerships that support adult education, we
> >found that community literacy looks quite different from
> >community to community (see
> >http://www.c-pal.net/profiles/index.html).  For example, there
> >are a variety of types of organizations that partner and may
> >include one or several providers; they may serve a specific
> >population or anyone in the community with adult literacy or
> >English language and literacy needs; some have formal
> >agreements but others have no infrastructure. That said, they
> >share a common commitment to adult learners in need of literacy
> >services. Many recognize the connections between adult
> >literacy, workforce development, and economic development.  The
> >purpose of these partnerships is to increase the availability
> >and quality of adult education and other literacy services.
> >
> >In the partnerships we studied, the partners who come together
> >to support adult literacy include: adult education providers
> >(local school systems, community colleges, libraries,
> >community-based and faith-based organizations, public housing
> >facilities, correctional facilities, etc.), businesses, state
> >and local government, workforce development and social service
> >agencies, public housing facilities, and other community
> >organizations.
> >
> >Hope this is helpful.
> >
> >Kathy Chernus
> >
> >
> >On Sunday, June 24, 2007 7:29 PM, David J. Rosen
<djrosen at comcast.net>
>wrote:
> >>
> >>Dear Community Literacy Discussion Colleague,
> >>
> >>
> >>On Monday we begin a discussion of adult and family community
> >>literacy. First I would like to thank our guests: Margaret
> >>Doughty, Carl Guerriere, Petrice Sams- Abiodun, Darlene
> >>Kostrub, Jeff Carter, and Kathy Chernus. You can learn more
> >>about them by going to http://tinyurl.com/23nvye )
> >>
> >>
> >>Here's how the National Institute for Literacy Special Topics
> >>discussion list works:
> >>
> >>
> >>* A discussion opens and a few days later it closes.  Between
> >>discussions there are usually no messages posted until the next
> >>discussion is ready to begin.
> >>
> >>
> >>* A discussion is carried on by e-mail. As a subscriber all of
> >>the messages will be sent to your e-mail.  These might include
> >>information, questions, replies to questions, comments and
> >>expansions, further explanations, requests for more detail,
> >>comments on other perspectives, and more. Sometimes a
> >>discussion with guests consists of just questions to the guests
> >>and their answers, but I will try to encourage real discussion,
> >>especially since we have other experts in community literacy
> >>among our participants.  
> >>
> >>
> >>* You will probably get a lot of e-mail from the Special Topics
> >>discussion list each day for the next five days!  You might
> >>decide to skim the messages, read through the ones that
> >>especially interest you, and save the rest to read later.
> >Every message is also archived at 
> >>http://www.nifl.gov/pipermail/specialtopics/2007/date.html  
> >>
> >>
> >>* You can get all the day's postings in one message each day,
> >>in "digest format".  To find out how you can set your subscription
to do
>that, go to
> >>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest

> >>
> >>
> >>* When you want to send a message, email it to
> >>specialtopics at nifl.gov and it will go out to everyone who has
> >>subscribed. Please check before you send it that the Subject
> >>line of the message is correct for your message, that is, if
> >>your message is a continuation of a discussion strand, leave it
> >>as is; however, if you are introducing a new topic or strand,
> >>then give it a Subject title that concisely and accurately
> >>reflects the new content area of your message.
> >>
> >>
> >>We have several hundred people who are subscribed for this
> >>discussion, so we won't do introductions of participants. The
> >>bios at http://tinyurl.com/23nvye are your introductions to our
> >>guests.  We have a lot of questions to discuss this week -- and
> >>you may want to post more questions -- so we'll get started now
> >>with the questions below to our quests.
> >>
> >>
> >>We'll begin by discussing what Community Literacy is.  There
> >>will be many variations on the definition, of course, and 
> >>definitions in this discussion will focus on adult and family
> >>community literacy, not just schools reaching out to engage
> >>parents in the literacy of their children.
> >>
> >>
> >>I would like to ask our guests to address the following
> >>question from their experience, from research,  and/or from
> >>their professional wisdom:
> >>
> >>
> >>What is Community Literacy?
> >> 
> >>* What does community adult and family literacy mean?
> >> 
> >>* What are the purposes and goals of community literacy?
> >> 
> >>* Why is community literacy important?
> >> 
> >>* Typically, who are the key community literacy stake holders?
> >>
> >>
> >>On Tuesday we will go on to this question:  How are Community
> >>Literacy Coalitions Developed and Sustained?
> >>I will also post subscribers' messages from Monday with their
> >>thoughts about what community literacy is. 
> >>
> >>
> >>David J. Rosen
> >>Special Topics Discussion Moderator
> >>djrosen at comcast.net 
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>-------------------------------
> >>National Institute for Literacy
> >>Special Topics mailing list
> >>SpecialTopics at nifl.gov 
> >>To unsubscribe or change your subscription settings, please go
> >>to http://www.nifl.gov/mailman/listinfo/SpecialTopics 
> >>Email delivered to kchernus at mprinc.com 
> >>
> >
> >-------------------------------
> >National Institute for Literacy
> >Special Topics mailing list
> >SpecialTopics at nifl.gov 
> >To unsubscribe or change your subscription settings, please go
> >to http://www.nifl.gov/mailman/listinfo/SpecialTopics 
> >Email delivered to heide at literacywork.com 
> >
>--
>Kathy Chernus
>Director, Adult Education and Literacy
>MPR Associates, Inc.
>2401 Pennsylvania Avenue, NW
>Suite 410
>Washington, DC 20037
>202/478-1027 x 102
>www.mprinc.com 
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov 
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/SpecialTopics 
>Email delivered to kgotthardt at comcast.net 
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov 
>To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
>Email delivered to jamesomar at hotmail.com 

Like puzzles? Play free games & earn great prizes. Play Clink now. (
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From kchernus at mprinc.com  Wed Jun 27 14:04:02 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 27 Jun 2007 14:04:02 -0400
Subject: [SpecialTopics 386] Re: Summary of community Literacy Definitions
Message-ID: <1118314192kchernus@mprinc.com>

Thanks, David for summarizing the discussion on what is community literacy.  Thought it would be helpful to share one state's perspective. Georgia has defined community literacy in its statewide Certified Literate Community Program (CLCP) http://www.dtae.org/adultlit/clcp.html, "The Certified Literate Community Program (CLCP) promotes literacy in Georgia by involving entire communities. By making literacy a community-wide commitment, a broad variety of community resources are mobilized to promote and support literacy training. The CLCP is a business-education-government partnership resulting in improved literacy levels of children, families, and workers in an entire community.

The purpose of the CLCP is to harness the power of communities. It addresses the twin challenges of scarce adult literacy funding and the need to recruit adult students in greater numbers. The CLCP is important because it enables communities to improve their literacy rates, fosters a collaborative approach and mobilizes all community resources to fight illiteracy. The program began in 1990 with five pilot communities. Currently the CLCP has 56 programs: 42 Participants and 14 Certified Literate Communities. Approximately twenty-five other communities are in various stages of organizing programs."

The state provides guidelines and a process for communities to follow, support to local communities, and accountability through its certification process. Each CLCP begins with a community-wide literacy needs assessment. As a result of the needs assessments, CLCPs establish goals for serving adults with literacy needs over a ten-year period. 

We profiled one of the CLCP communities at http://www.c-pal.net/profiles/georgia.html.

Kathy

On Wednesday, June 27, 2007 7:47 AM, David J. Rosen <djrosen at comcast.net> wrote:
>
>?What is Community Adult and Family Literacy?
>?
>I am going to attempt a summary of the discussion so far on
>community literacy definitions by suggesting four different but
>in some cases related or overlapping definitions.? Beneath each
>definition I have included selected comments from guests or
>subscribers. Following the four definitions are other
>discussion comments on definitions, including several about
>what these different perspectives may have in common.
>?
>1) From an adult and family literacy provider perspective:
>?
>? an effort in a community, through the collaboration,
>partnership, or coalition of a wide range of stake holders to
>raise adult and family literacy to a top priority in all neighborhoods, for all residents.
> ?
>? not just a collection of literacy providers but an
>adequately-funded system of adult and family literacy services at the community level
>?
>?Community Literacy is the level of literacy in the community.
>It includes the levels of both children and adults. It includes
>all the venues that provide some type of literacy service. The
>general public primarily thinks of the school system. The array
>of providers and the sites where instruction occurs is vast. In
>my community both the public and private sectors provide
>services. This includes schools, community based organizations,
>hospitals, health clinics, colleges, prisons, businesses,
>childcare centers, churches, synagogues, libraries, homes,
>among others. We are all?stake holders because current
>community literacy levels impact us all.? (Carl Guerriere)
>?
>?...the practice of infusing literacy throughout?neighborhoods
>in an?effort to build healthy?communities and strengthen
>families.? It encourages dialogue around shared problem-solving
>that leads to?initiatives to?raise literacy levels.? Community
>literacy?unites communities to promote the vision of 100
>percent literacy through 100 percent community engagement.??It
>includes all family members and all community stakeholders in
>a?collaborative effort to promote personal success, economic,
>educational and social justice.??(Margaret Doughty)
>?
>?If we believe in educational equity the concept of 100 percent
>literacy is critical to our vision for the future.? In many
>communities I hear benchmark discussion taking place leading
>incrementally toward a community wide vision.? The idea of
>setting community benchmarks to increase literacy levels by 5%
>or 25% is very commendable but what happens to those who fall
>outside that target?? When does literacy get raised to a top
>priority where the value of education is elevated throughout
>all neighborhoods because individuals and families have
>evidence that it does make a difference?....This is where
>community literacy can make its mark.? Community literacy
>cannot just be a collection of providers if it to make
>substantive change.? It must be a ?system? as you suggest
>David.? The cities that have developed community literacy plans
>have involved all sectors and stakeholders in the planning
>process, have included learners of all ages, and have embraced
>the concept of community wide literacy infusion.? With a
>blueprint to guide progress there is also a framework to move
>away from reliance on vertical silos and collaborate
>horizontally across program types and funding streams.? This
>includes all levels from block clubs to neighborhood centers,
>zip code projects to city halls and business board rooms.?
>Where each stakeholder endorses and implements a part of the
>plan and funders align their giving to support specific goals
>in the plan ownership can begin to belong to the community at
>large.? In the early 1990?s there were only a dozen or so
>literacy coalitions.? There are currently over 75 that I know
>of and probably many more that are working to position literacy
>as a top community priority, some very successfully.? (Margaret Doughty)
>?
>?One of the key goals of community literacy is to?help
>position?literacy?at the top?of the community's agenda?so that
>everyone will understand that one of the best ways to address
>crime, poverty, teen pregnancy and so many other social issues
>is through making literacy resources and programs available to
>all those with limited literacy and English skills.
>?
>Key community literacy stake holders include business, the
>media, literacy providers, local education
>institutions,?government, chambers of commerce, faith-based
>organizations, civic clubs among others.?
>(Darlene Kostrub)
>?
>2) From a social change perspective, one that includes literacy
>(reading, writing, ESL/ESOL, numeracy) as a part or tool of the
>community change process, how students, teachers and community
>organizations can work together to improve the lives of people
>in the community, for example by reducing education inequities,
>reducing discrimination, improving worker conditions, changing
>community power relationships, etc.
>?
>?
partnerships between individual classes and community
>organizations doing work on issues of interest to the students.
>These included partner organizations working on housing
>discrimination and day labor issues. The classes developed
>their language and literacy skills as they learned about and
>worked on those issues (resulting in a bilingual video about
>housing discrimination and a community survey on labor issues ?
>data used to supplement policy papers).? (Andy Nash)
>?
>3) From a public policy perspective, a (large-scale) strategy
>in a community, through increasing literacy to accomplish other
>community policy goals like reducing crime, easing re-entry
>into the community for released inmates, increasing workforce
>preparedness and employment, supporting family
>self-sufficiency, improving community health, etc.
>?
>?On top of that, our Literacy Coalition just launched
>officially in the last year.? One of the big challenges we face
>is?answering the question for community leaders "why should I
>care?"? We really do need?proof that this will?indeed impact
>crime, families, businesses, etc.?? (Rene Greer)
>?
>?The adult education and literacy community has been saying for
>years that its work is the key to healthy families,
>communities, and businesses. ?We have the data to show that this is true. (Jose L. Cruz)
>?
>4) In the design of literacy services, community literacy
>includes the full-range of support services that community members need to succeed.
>?
>?Designing literacy support services for people in a human
>context should work better than designing services for people
>who are being fitted into rigid and changeable funding
>contexts, or into competitive provider-driven definitions of
>services.? (Amanda Leslie-Spinks)
>?
>Other Comments:
> ?
>?Is it possible to come up with a useful definition that
>encompasses both of these things: shared priority of literacy
>development within? communities and literacy in service to the
>community?....What they might have in common is that they both
>suggest some kind of relationship between literacy development
>and community needs and goals.? (Jeff Carter)
>?
>?
literacy?instruction?that supports the development and growth
>of healthy communities.?? (Jeff Carter)
>?
>?
a way to get people thinking about the role/impact of? their
>literacy work in their respective communities, and for?
>communities to think about how literacy impacts their community.? (Jeff Carter)
>?????????????
>?In the Community Partnerships for Adult Learning (C-PAL) study
>of community partnerships that support adult education, we
>found that community literacy looks quite different from
>community to community (see
>http://www.c-pal.net/profiles/index.html).? For example, there
>are a variety of types of organizations that partner and may
>include one or several providers; they may serve a specific
>population or anyone in the community with adult literacy or
>English language and literacy needs; some have formal
>agreements but others have no infrastructure. That said, they
>share a common commitment to adult learners in need of literacy
>services. Many recognize the connections between adult
>literacy, workforce development, and economic development.? The
>purpose of these partnerships is to increase the availability
>and quality of adult education and other literacy services.?
>(Kathy Chernus)
>
>
> David J. Rosen
>Special Topics Discussion Moderator
>djrosen at comcast.net
>
>
>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

From jcarter at dclearns.org  Wed Jun 27 14:24:21 2007
From: jcarter at dclearns.org (Jeff Carter)
Date: Wed, 27 Jun 2007 14:24:21 -0400
Subject: [SpecialTopics 387] Re: Community literacy
In-Reply-To: <00a201c7b819$16f003b0$6400a8c0@your3a4470ebc6>
References: <00a201c7b819$16f003b0$6400a8c0@your3a4470ebc6>
Message-ID: <4CA336A7-24DA-4783-8B60-93293DC4E6C9@dclearns.org>

On Jun 26, 2007, at 1:40 PM, Amanda Leslie-Spinks wrote:

> Hello everyone.
>
> I think that grasping community literacy can be a question of  
> grasping all those intangibles in the word "community" first. In  
> other words, "community literacy" must be more that an inventory of  
> all the services and/or providers in a given area, although those  
> inventories are important.
>

Yes, and when I said earlier that I didn't think community literacy  
was a useful phrase if employed in this way, I don't want to minimize  
the importance of identifying the services available to a given  
community, especially in terms of identifying gaps.

> In trying to think through the specificity of "community literacy",  
> it helps me to start from broad ideas of community. For instance, I  
> think community is something sustained--something that provides an  
> ongoing context for work.
>

Yes, and as I think someone already mentioned, while the word  
community is often used to refer to a group of people in a particular  
geographic location, it can also be used to refer a group of people  
having a particular religion, race, profession, or some other  
characteristic in common.

Anyway, when I was first introduced to the phrase "community  
literacy," what it suggested to me was a set of instructional  
strategies or an entire program strategy that was very consciously  
and deliberately designed to be supportive of certain specific  
community needs -- something like the project that Andy Nash was  
describing earlier. I think that this approach could be taken  
anywhere, whether in a school, community college, or a community- 
based nonprofit.

I think this is an interesting way to look at community literacy  
because (a) the venue of the service is not really that relevant; and  
(b) because it gives us an interesting way to measure program success  
beyond individual student success. I also like the idea of designing  
a program model that is driven as much by community participation as  
it is by individual needs. I'm really interested in hearing from any  
programs or initiatives that at least to some degree measure their  
success in this way. And do funders respond favorably to these kinds  
of measures?

Jeff

-----------
Jeff Carter
Executive Director

DC LEARNs
1612 K Street, NW
Suite 300
Washington, DC 20006

www.dclearns.org
jcarter at dclearns.org
202-331-0141 ext. 22
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From kchernus at mprinc.com  Wed Jun 27 14:25:09 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 27 Jun 2007 14:25:09 -0400
Subject: [SpecialTopics 388] Re: models of successful collaboration? Question
Message-ID: <1118315459kchernus@mprinc.com>

Hi Lester. Thanks so much for sharing the many advantages of community college partnerships. Many of the partnerships we studied involved community colleges. The community college partners we spoke with also described the win/win you so clearly articulated. We wrote an article for the Community College Journal that summarized what we learned about the many roles of community colleges in the community partnerships we studied. A copy is attached. Thanks again.

Kathy

On Wednesday, June 27, 2007 12:01 PM, omar james <jamesomar at hotmail.com> wrote:
>
>
>Hi Kathy:
>I'm late getting into the discussion. I teach ESOL and GED
>through one of the City University of New York (CUNY) community
>colleges in Manhattan- BMCC. We get funding from a city agency
>called the Department of Youth and Community Development
>(DYCD). I am not totally sure of the nuts and bolts of funding
>since I'm just a classroom instructor, however, if you can
>collaborate with a community college I think it provides a
>win/win best of both worlds situation for everyone. Students
>like being on a college campus and the college gets funds for
>each educational gain that students make on the BEST Plus or
>the TABE test. Also, the students seem more willing to commit
>to being in these types of programs than community based
>literacy programs because their peers and associates who are in
>college tell them about the remedial classes that they are
>taking that are often comparable to what is being taught in the
>literacy programs. DYCD also pays the college if students get
>jobs or get a higher paying job or transition?off of?public
>assistance or their PA grant or food stamps are reduced.
>Having taught in several types of adult literacy programs I
>have found that the community college partnership is the best
>not only for the reasons listed above, but also because we have
>our own cross campus professional development staff who are
>quite accessible and very attuned to quality in the classroom;
>they're an added layer of teaching support (they're the ones
>who told me about this discussion). That extra level of support
>helps tremendously in such an emerging field. The best thing
>about this type of partership is that CUNY adult literacy
>programs can demand that students across the board develop
>critical thinking skills through the implementation and use of
>theme based curricula. One of the big challenges I have found
>in adult literacy, especially with GED and pre-GED students is
>that there is often a need to develop critical literacy and
>problem solving skills apart from just doing drill and practice
>exercises, which are what students often say they need. I have
>found that the community college "college prep" style of
>program has been the best environment for getting students
>ready for the GED exam because it gets them to think about
>bigger issues besides test prep. I've also found this to be
>true with ESOL students and like I mentioned above in this
>model of program students have been willing to attend for
>several years because they see it as a bridge to higher education.
>Lester Lambert
>ESOL/GED Instructor
>Borough of Manhattan Community College Center for Adult and
>Continuiung Education and Workforce Development
>Adult Literacy Program
>
>
>
>From:??"Katherine G" <Kgotthardt at comcast.net>
>Reply-To:??specialtopics at nifl.gov
>To:??"Kathy Chernus" <kchernus at mprinc.com>,<specialtopics at nifl.gov>
>Subject:??[SpecialTopics 376] Re: models of successful collaboration? Question
>Date:??Wed, 27 Jun 2007 09:42:05 -0400
>>Hello Everyone--
>>
>>I am sure I missed this somewhere, but does anyone here have experience with
>>Community Colleges working as collaborators for community literacy???I know
>>there are sometimes low-cost ESL programs offered, but I am not sure how
>>students are referred or what a college's relationship with these other
>>programs might be.
>>
>>
>>Katherine Mercurio Gotthardt, ESOL Distance Education Instructor
>>Prince William County Public Schools
>>Adult Education
>>P.O. Box 389
>>Manassas, VA 20108
>>work 703-791-8387
>>fax 703-791-8889
>>
>>
>>-----Original Message-----
>>From: specialtopics-bounces at nifl.gov
>>[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Kathy Chernus
>>Sent: Tuesday, June 26, 2007 3:14 PM
>>To: specialtopics at nifl.gov; Wrigley, Heide
>>Subject: [SpecialTopics 363] Re: models of successful collaboration?
>>
>>
>>Hi Heide and everyone.??You?ve clearly articulated some of the challenges of
>>partnering we found when we visited twelve communities that have come
>>together to support adult and family literacy a few years ago (Darlene?s
>>Palm Beach County Literacy Coalition was one of the partnerships we
>>visited). I?ll respond to David?s question about what community literacy
>>means separately, but I think true partnerships mean real collaboration and
>>these types of partnerships have the potential to create a system of adult
>>and family literacy within a community.
>>
>>When we began searching for promising partnerships, we looked to the
>>literature to identify characteristics of successful partnerships and
>>expanded these after the site visits.??Examples of these include:
>>-Strong leadership
>>-Putting??the needs of the community first
>>-Broad participation from the community (including adult learners)
>>-Mutual respect and trust among the partners
>>-A willingness to give up turf issues
>>-Open and frequent communication among the partners
>>-Flexibility to meet the changing needs of their communities
>>-Collaboration on many levels, among the leadership and staff
>>-A diverse funding base
>>
>>In addition, the partners recognized that the partnerships have to serve the
>>partners as well as the community (one partner described it as ?mutual
>>self-interest?).
>>
>>One result of many of partnerships we studied was increased community
>>awareness of and support for adult literacy.??For more details about how and
>>why these partnerships work, you might want to look at Commitment Comes in
>>All Shapes and Sizes, a report that summarizes our findings
>>http://www.c-pal.net/profiles/synthesis.html.
>>
>>It would be hard to select just one example from these partnerships.??They?
>>re all so different. Some focus on the needs of immigrant and refugees
>>(Heide you might be particularly interested in the Juntos partnership and
>>the Cedar Riverside Adult Education Collaborative), some are part of??a
>>statewide initiative, one is library-based, some are business-driven, some
>>focus on correctional education, and some offer family literacy programs.
>>Some include one provider and others include several (publicly funded as
>>well as community-based non-profits).??Some are the hub of multiple
>>partnerships (like Palm Beach County Literacy Coalition), and others involve
>>a single partnership.
>>
>>To view a list of the partnerships that includes brief descriptions and
>>links to the full reports see http://www.c-pal.net/profiles/index.html
>>
>>
>>Thanks.
>>
>>Kathy
>>
>>
>>On Monday, June 25, 2007 8:20 PM, Wrigley, Heide <heide at literacywork.com>
>>wrote:
>> >Hi, Kathy! Nice to see you on-line.
>> >
>> >Kathy is there a particular community that stands out in your
>> >study as having a particularly successful collaboration? I'm
>> >knee deep in issues around immigrant integration and I wonder
>> >what particular approaches create a win-win situation for all
>> >community partners.
>> >
>> >I'm aware of partnerships that are in name only, as everyone
>> >gets together ostensibly to collaborate but then nothing much
>> >happens beyond talk. As a panelist at the Spokane conference on
>> >transitions mentioned (and I paraphrase)"agencies often want
>> >others to collaborate but are unwilling to give on turf issues.
>> >The message sent is - we'll be happy to use your money to do
>> >something special, but we need all of our monies to do what we
>> >are already doing. Partners need to realize that on some issues
>> >you come out ahead in a collaboration and in others you don't."
>> >
>> >The question is of course for the entire list: What does it
>> >take to build successful partnerships around a common goal and
>> >what are examples of partnerships that work because there is
>> >significant "value added" through the collaboration that
>> >results in better opportunities for community members.
>> >
>> >Cheers
>> >
>> >Heide
>> >
>> >Heide Spruck Wrigley
>> >LiteracyWork International
>> >Mesilla, New Mexico
>> >
>> >-----Original Message-----
>> >From: specialtopics-bounces at nifl.gov
>> >[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
>> >Sent: Monday, June 25, 2007 12:53 PM
>> >To: specialtopics at nifl.gov
>> >Subject: [SpecialTopics 341] Re: Community Literacy Discussion
>> >Begins
>> >
>> >Hi everyone. David, thank you for convening this discussion and
>> >inviting me to participate.
>> >
>> >In the Community Partnerships for Adult Learning (C-PAL) study
>> >of community partnerships that support adult education, we
>> >found that community literacy looks quite different from
>> >community to community (see
>> >http://www.c-pal.net/profiles/index.html).??For example, there
>> >are a variety of types of organizations that partner and may
>> >include one or several providers; they may serve a specific
>> >population or anyone in the community with adult literacy or
>> >English language and literacy needs; some have formal
>> >agreements but others have no infrastructure. That said, they
>> >share a common commitment to adult learners in need of literacy
>> >services. Many recognize the connections between adult
>> >literacy, workforce development, and economic development.??The
>> >purpose of these partnerships is to increase the availability
>> >and quality of adult education and other literacy services.
>> >
>> >In the partnerships we studied, the partners who come together
>> >to support adult literacy include: adult education providers
>> >(local school systems, community colleges, libraries,
>> >community-based and faith-based organizations, public housing
>> >facilities, correctional facilities, etc.), businesses, state
>> >and local government, workforce development and social service
>> >agencies, public housing facilities, and other community
>> >organizations.
>> >
>> >Hope this is helpful.
>> >
>> >Kathy Chernus
>> >
>> >
>> >On Sunday, June 24, 2007 7:29 PM, David J. Rosen <djrosen at comcast.net>
>>wrote:
>> >>
>> >>Dear Community Literacy Discussion Colleague,
>> >>
>> >>
>> >>On Monday?we begin a discussion of adult and family community
>> >>literacy. First I would like to thank our guests: Margaret
>> >>Doughty, Carl?Guerriere, Petrice Sams- Abiodun, Darlene
>> >>Kostrub, Jeff Carter,?and Kathy Chernus. You can learn more
>> >>about them by going to?http://tinyurl.com/23nvye )
>> >>
>> >>
>> >>Here's how the National Institute for Literacy Special Topics
>> >>discussion list works:
>> >>
>> >>
>> >>* A discussion opens and a few days later it closes.? Between
>> >>discussions there are usually no messages posted until the next
>> >>discussion is ready to begin.
>> >>
>> >>
>> >>* A discussion is carried on by e-mail. As a subscriber all of
>> >>the messages will be sent to your e-mail.? These might include
>> >>information, questions, replies to questions, comments and
>> >>expansions, further explanations, requests for more detail,
>> >>comments on other perspectives, and more. Sometimes a
>> >>discussion with guests consists of just questions to the guests
>> >>and their answers, but I will try to encourage real discussion,
>> >>especially since we have other experts in community literacy
>> >>among our participants.??
>> >>
>> >>
>> >>* You will probably get a lot of e-mail from the Special Topics
>> >>discussion list each day for the next five days!? You might
>> >>decide to skim the messages, read through the ones that
>> >>especially interest you, and save the rest to read later.
>> >Every message is also archived at?
>> >>http://www.nifl.gov/pipermail/specialtopics/2007/date.html??
>> >>
>> >>
>> >>* You can get all the day's postings in one message each day,
>> >>in "digest format".? To find out how you can set your subscription to do
>>that, go to
>> >>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>> >>
>> >>
>> >>* When you want to send a message, email it to
>> >>specialtopics at nifl.gov and it will go out to everyone who has
>> >>subscribed. Please check before you send it that the Subject
>> >>line of the message is correct for your message, that is, if
>> >>your message is a continuation of a discussion strand, leave it
>> >>as is; however, if you are introducing a new topic or strand,
>> >>then give it a Subject title that concisely and accurately
>> >>reflects the new content area of your message.
>> >>
>> >>
>> >>We have several hundred people who are subscribed for this
>> >>discussion, so we won't do introductions of participants. The
>> >>bios at?http://tinyurl.com/23nvye are your introductions to our
>> >>guests.? We have a lot of questions to discuss this week -- and
>> >>you may want to post more questions -- so we'll get started now
>> >>with the questions below to our quests.
>> >>
>> >>
>> >>We'll begin by discussing what Community Literacy is.? There
>> >>will be many variations on the definition, of course, and?
>> >>definitions in this discussion will focus on adult and family
>> >>community literacy, not just schools reaching out to engage
>> >>parents in the literacy of their children.
>> >>
>> >>
>> >>I would like to ask our guests to address the following
>> >>question from their experience, from research,? and/or from
>> >>their professional wisdom:
>> >>
>> >>
>> >>What is Community Literacy?
>> >>?
>> >>* What does community adult and family literacy mean?
>> >>?
>> >>* What are the purposes and goals of community literacy?
>> >>?
>> >>* Why is community literacy important?
>> >>?
>> >>* Typically, who are the key community literacy stake holders?
>> >>
>> >>
>> >>On Tuesday we will go on to this question:??How are Community
>> >>Literacy Coalitions Developed and Sustained?
>> >>I?will also post subscribers' messages from Monday with their
>> >>thoughts about what community literacy is.?
>> >>
>> >>
>> >>David J. Rosen
>> >>Special Topics Discussion Moderator
>> >>djrosen at comcast.net
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>-------------------------------
>> >>National Institute for Literacy
>> >>Special Topics mailing list
>> >>SpecialTopics at nifl.gov
>> >>To unsubscribe or change your subscription settings, please go
>> >>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> >>Email delivered to kchernus at mprinc.com
>> >>
>> >
>> >-------------------------------
>> >National Institute for Literacy
>> >Special Topics mailing list
>> >SpecialTopics at nifl.gov
>> >To unsubscribe or change your subscription settings, please go
>> >to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> >Email delivered to heide at literacywork.com
>> >
>>--
>>Kathy Chernus
>>Director, Adult Education and Literacy
>>MPR Associates, Inc.
>>2401 Pennsylvania Avenue, NW
>>Suite 410
>>Washington, DC 20037
>>202/478-1027 x 102
>>www.mprinc.com
>>
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>Email delivered to kgotthardt at comcast.net
>>
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>Email delivered to jamesomar at hotmail.com
>
> Like puzzles? Play free games& earn great prizes. Play Clink
>now.
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From doughtyhrc at aol.com  Wed Jun 27 18:06:45 2007
From: doughtyhrc at aol.com (doughtyhrc at aol.com)
Date: Wed, 27 Jun 2007 22:06:45 +0000
Subject: [SpecialTopics 389] Re: Additional questions to consider
In-Reply-To: <bf8.188dccea.33b3b592@aol.com>
References: <bf8.188dccea.33b3b592@aol.com>
Message-ID: <1951031682-1182982149-cardhu_decombobulator_blackberry.rim.net-2133164557-@bxe117.bisx.prod.on.blackberry>

Hi All - in response to the various comments related to evaluating community literacy impact this is a challenging issue.  From my work with coalitions it is clear that it is easy to track and measure discreet items:
Marketing and Outreach
Funding and ROI
Learner gain by fundibg stream
Training and PD
Advocacy
However, the long term impact related to the data collected is difficult to asses.  Most coalitions try to measure both organizational progress as well as progress of member programs.  But we cannot at this point measure apples and apples across any community wide effort.  Indeed we end up with apples, bananas, plums, grapes and pomegranites!   There are two pilots that have been funded to begin to address this issue - in Cleveland and in Baton Rouge but they are in the very early stages.  

I was invited to present with Dr. Ray Hart, to the NIFL board this month to share some ideas about community literacy and the opportunties for central tracking systems.  I'd be very pleased to hear any ideas you may all have.  One project that I worked on provided a stipend to all the commuity partners to encourage them to share data.  Are there other good ideas you may have?

Margaret
Sent from my BlackBerry wireless handheld.

-----Original Message-----
From: DSKostrub at aol.com

Date: Wed, 27 Jun 2007 08:44:02 
To:specialtopics at nifl.gov
Subject: [SpecialTopics 374] Re: Additional questions to consider

In a message dated 6/25/2007 12:06:55 PM Eastern Standard Time, margeryfreeman at yahoo.com writes:
In response to Margery's question, we are making an attempt in this direction during the coming year by forming:
?
A Haitian Advisory Panel
Hispanic Advisory Panel
African-American Advisory?Panel
Faith-Based Advisory Panel
?
These will meet at least twice a year.? We will share with these Panels what we and the providers are currently doing and then mainly listen to them to understand what they see as the real needs, in which areas, best ways to meet those needs, etc.? We want them to direct our efforts.
?
We have an Adult Learner Leadership Board with learners nominated?from about 28 literacy programs.? This board meets several times during the year.? The learners develop further leadership skills and they provide a valuable focus group to let us(and providers) understand how to better serve them.
?
Darlene Kostrub
www.pbcliteracy.org <http://www.pbcliteracy.org> 

----------------
See what's free at AOL.com <http://www.aol.com?ncid=AOLAOF00020000000503> . -------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to doughtyhrc at aol.com

From djrosen at comcast.net  Wed Jun 27 20:31:09 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 27 Jun 2007 20:31:09 -0400
Subject: [SpecialTopics 390] Day Four: Measuring Community Literacy Outcomes
	and Impact
Message-ID: <E01EF4A7-D9EB-4451-8DB5-F6B4CF0B7352@comcast.net>

Community Literacy Colleagues,

We can continue to discuss the questions posted earlier this week,  
but let us now also look at this question:

3. How can we measure community literacy outcomes and impact?

? How can we measure the health, outcomes and impact of community  
literacy?

? How do communities document the positive impact they?re having on  
adult education and family literacy, and workforce and economic  
development? What data do they collect and how do they use them to  
show their success?

? How do providers demonstrate to prospective or current business  
partners the return-on-investment businesses want to see as a result  
of their involvement in adult education?

? How can we measure the effect of community literacy on a community?

? Given the increasing pressure to demonstrate outcomes, how do we  
convince funders to support intermediary organizations that foster  
collaborations to address community literacy?

and

? What do we know about community literacy from research?

Let us hear from our guests, but also from subscribers who have  
experience in measuring outcomes or impact of community literacy.

David J. Rosen
Special Topics Discussion  Moderator
djrosen at comcast.net

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From Kgotthardt at comcast.net  Wed Jun 27 22:02:56 2007
From: Kgotthardt at comcast.net (Katherine G)
Date: Wed, 27 Jun 2007 22:02:56 -0400
Subject: [SpecialTopics 391] Re: models of successful collaboration? Question
In-Reply-To: <1118315459kchernus@mprinc.com>
Message-ID: <MHEMKJNHLDIEMGGCCKCCKEGGDGAA.Kgotthardt@comcast.net>

Thank you all for your thorough and informed responses on the relationship
between community colleges and literacy collaboration.  And Kathy, thank
your for the article!

Katherine Mercurio Gotthardt

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Kathy Chernus
Sent: Wednesday, June 27, 2007 2:25 PM
To: specialtopics at nifl.gov; omar james
Subject: [SpecialTopics 388] Re: models of successful collaboration?
Question

Hi Lester. Thanks so much for sharing the many advantages of community
college partnerships. Many of the partnerships we studied involved community
colleges. The community college partners we spoke with also described the
win/win you so clearly articulated. We wrote an article for the Community
College Journal that summarized what we learned about the many roles of
community colleges in the community partnerships we studied. A copy is
attached. Thanks again.

Kathy

On Wednesday, June 27, 2007 12:01 PM, omar james <jamesomar at hotmail.com>
wrote:
>
>
>Hi Kathy:
>I'm late getting into the discussion. I teach ESOL and GED
>through one of the City University of New York (CUNY) community
>colleges in Manhattan- BMCC. We get funding from a city agency
>called the Department of Youth and Community Development
>(DYCD). I am not totally sure of the nuts and bolts of funding
>since I'm just a classroom instructor, however, if you can
>collaborate with a community college I think it provides a
>win/win best of both worlds situation for everyone. Students
>like being on a college campus and the college gets funds for
>each educational gain that students make on the BEST Plus or
>the TABE test. Also, the students seem more willing to commit
>to being in these types of programs than community based
>literacy programs because their peers and associates who are in
>college tell them about the remedial classes that they are
>taking that are often comparable to what is being taught in the
>literacy programs. DYCD also pays the college if students get
>jobs or get a higher paying job or transition?off of?public
>assistance or their PA grant or food stamps are reduced.
>Having taught in several types of adult literacy programs I
>have found that the community college partnership is the best
>not only for the reasons listed above, but also because we have
>our own cross campus professional development staff who are
>quite accessible and very attuned to quality in the classroom;
>they're an added layer of teaching support (they're the ones
>who told me about this discussion). That extra level of support
>helps tremendously in such an emerging field. The best thing
>about this type of partership is that CUNY adult literacy
>programs can demand that students across the board develop
>critical thinking skills through the implementation and use of
>theme based curricula. One of the big challenges I have found
>in adult literacy, especially with GED and pre-GED students is
>that there is often a need to develop critical literacy and
>problem solving skills apart from just doing drill and practice
>exercises, which are what students often say they need. I have
>found that the community college "college prep" style of
>program has been the best environment for getting students
>ready for the GED exam because it gets them to think about
>bigger issues besides test prep. I've also found this to be
>true with ESOL students and like I mentioned above in this
>model of program students have been willing to attend for
>several years because they see it as a bridge to higher education.
>Lester Lambert
>ESOL/GED Instructor
>Borough of Manhattan Community College Center for Adult and
>Continuiung Education and Workforce Development
>Adult Literacy Program
>
>
>
>From:??"Katherine G" <Kgotthardt at comcast.net>
>Reply-To:??specialtopics at nifl.gov
>To:??"Kathy Chernus" <kchernus at mprinc.com>,<specialtopics at nifl.gov>
>Subject:??[SpecialTopics 376] Re: models of successful collaboration?
Question
>Date:??Wed, 27 Jun 2007 09:42:05 -0400
>>Hello Everyone--
>>
>>I am sure I missed this somewhere, but does anyone here have experience
with
>>Community Colleges working as collaborators for community literacy???I
know
>>there are sometimes low-cost ESL programs offered, but I am not sure how
>>students are referred or what a college's relationship with these other
>>programs might be.
>>
>>
>>Katherine Mercurio Gotthardt, ESOL Distance Education Instructor
>>Prince William County Public Schools
>>Adult Education
>>P.O. Box 389
>>Manassas, VA 20108
>>work 703-791-8387
>>fax 703-791-8889
>>
>>
>>-----Original Message-----
>>From: specialtopics-bounces at nifl.gov
>>[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Kathy Chernus
>>Sent: Tuesday, June 26, 2007 3:14 PM
>>To: specialtopics at nifl.gov; Wrigley, Heide
>>Subject: [SpecialTopics 363] Re: models of successful collaboration?
>>
>>
>>Hi Heide and everyone.??You?ve clearly articulated some of the challenges
of
>>partnering we found when we visited twelve communities that have come
>>together to support adult and family literacy a few years ago (Darlene?s
>>Palm Beach County Literacy Coalition was one of the partnerships we
>>visited). I?ll respond to David?s question about what community literacy
>>means separately, but I think true partnerships mean real collaboration
and
>>these types of partnerships have the potential to create a system of adult
>>and family literacy within a community.
>>
>>When we began searching for promising partnerships, we looked to the
>>literature to identify characteristics of successful partnerships and
>>expanded these after the site visits.??Examples of these include:
>>-Strong leadership
>>-Putting??the needs of the community first
>>-Broad participation from the community (including adult learners)
>>-Mutual respect and trust among the partners
>>-A willingness to give up turf issues
>>-Open and frequent communication among the partners
>>-Flexibility to meet the changing needs of their communities
>>-Collaboration on many levels, among the leadership and staff
>>-A diverse funding base
>>
>>In addition, the partners recognized that the partnerships have to serve
the
>>partners as well as the community (one partner described it as ?mutual
>>self-interest?).
>>
>>One result of many of partnerships we studied was increased community
>>awareness of and support for adult literacy.??For more details about how
and
>>why these partnerships work, you might want to look at Commitment Comes in
>>All Shapes and Sizes, a report that summarizes our findings
>>http://www.c-pal.net/profiles/synthesis.html.
>>
>>It would be hard to select just one example from these partnerships.??They
?
>>re all so different. Some focus on the needs of immigrant and refugees
>>(Heide you might be particularly interested in the Juntos partnership and
>>the Cedar Riverside Adult Education Collaborative), some are part of??a
>>statewide initiative, one is library-based, some are business-driven, some
>>focus on correctional education, and some offer family literacy programs.
>>Some include one provider and others include several (publicly funded as
>>well as community-based non-profits).??Some are the hub of multiple
>>partnerships (like Palm Beach County Literacy Coalition), and others
involve
>>a single partnership.
>>
>>To view a list of the partnerships that includes brief descriptions and
>>links to the full reports see http://www.c-pal.net/profiles/index.html
>>
>>
>>Thanks.
>>
>>Kathy
>>
>>
>>On Monday, June 25, 2007 8:20 PM, Wrigley, Heide <heide at literacywork.com>
>>wrote:
>> >Hi, Kathy! Nice to see you on-line.
>> >
>> >Kathy is there a particular community that stands out in your
>> >study as having a particularly successful collaboration? I'm
>> >knee deep in issues around immigrant integration and I wonder
>> >what particular approaches create a win-win situation for all
>> >community partners.
>> >
>> >I'm aware of partnerships that are in name only, as everyone
>> >gets together ostensibly to collaborate but then nothing much
>> >happens beyond talk. As a panelist at the Spokane conference on
>> >transitions mentioned (and I paraphrase)"agencies often want
>> >others to collaborate but are unwilling to give on turf issues.
>> >The message sent is - we'll be happy to use your money to do
>> >something special, but we need all of our monies to do what we
>> >are already doing. Partners need to realize that on some issues
>> >you come out ahead in a collaboration and in others you don't."
>> >
>> >The question is of course for the entire list: What does it
>> >take to build successful partnerships around a common goal and
>> >what are examples of partnerships that work because there is
>> >significant "value added" through the collaboration that
>> >results in better opportunities for community members.
>> >
>> >Cheers
>> >
>> >Heide
>> >
>> >Heide Spruck Wrigley
>> >LiteracyWork International
>> >Mesilla, New Mexico
>> >
>> >-----Original Message-----
>> >From: specialtopics-bounces at nifl.gov
>> >[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
>> >Sent: Monday, June 25, 2007 12:53 PM
>> >To: specialtopics at nifl.gov
>> >Subject: [SpecialTopics 341] Re: Community Literacy Discussion
>> >Begins
>> >
>> >Hi everyone. David, thank you for convening this discussion and
>> >inviting me to participate.
>> >
>> >In the Community Partnerships for Adult Learning (C-PAL) study
>> >of community partnerships that support adult education, we
>> >found that community literacy looks quite different from
>> >community to community (see
>> >http://www.c-pal.net/profiles/index.html).??For example, there
>> >are a variety of types of organizations that partner and may
>> >include one or several providers; they may serve a specific
>> >population or anyone in the community with adult literacy or
>> >English language and literacy needs; some have formal
>> >agreements but others have no infrastructure. That said, they
>> >share a common commitment to adult learners in need of literacy
>> >services. Many recognize the connections between adult
>> >literacy, workforce development, and economic development.??The
>> >purpose of these partnerships is to increase the availability
>> >and quality of adult education and other literacy services.
>> >
>> >In the partnerships we studied, the partners who come together
>> >to support adult literacy include: adult education providers
>> >(local school systems, community colleges, libraries,
>> >community-based and faith-based organizations, public housing
>> >facilities, correctional facilities, etc.), businesses, state
>> >and local government, workforce development and social service
>> >agencies, public housing facilities, and other community
>> >organizations.
>> >
>> >Hope this is helpful.
>> >
>> >Kathy Chernus
>> >
>> >
>> >On Sunday, June 24, 2007 7:29 PM, David J. Rosen <djrosen at comcast.net>
>>wrote:
>> >>
>> >>Dear Community Literacy Discussion Colleague,
>> >>
>> >>
>> >>On Monday?we begin a discussion of adult and family community
>> >>literacy. First I would like to thank our guests: Margaret
>> >>Doughty, Carl?Guerriere, Petrice Sams- Abiodun, Darlene
>> >>Kostrub, Jeff Carter,?and Kathy Chernus. You can learn more
>> >>about them by going to?http://tinyurl.com/23nvye )
>> >>
>> >>
>> >>Here's how the National Institute for Literacy Special Topics
>> >>discussion list works:
>> >>
>> >>
>> >>* A discussion opens and a few days later it closes.? Between
>> >>discussions there are usually no messages posted until the next
>> >>discussion is ready to begin.
>> >>
>> >>
>> >>* A discussion is carried on by e-mail. As a subscriber all of
>> >>the messages will be sent to your e-mail.? These might include
>> >>information, questions, replies to questions, comments and
>> >>expansions, further explanations, requests for more detail,
>> >>comments on other perspectives, and more. Sometimes a
>> >>discussion with guests consists of just questions to the guests
>> >>and their answers, but I will try to encourage real discussion,
>> >>especially since we have other experts in community literacy
>> >>among our participants.??
>> >>
>> >>
>> >>* You will probably get a lot of e-mail from the Special Topics
>> >>discussion list each day for the next five days!? You might
>> >>decide to skim the messages, read through the ones that
>> >>especially interest you, and save the rest to read later.
>> >Every message is also archived at?
>> >>http://www.nifl.gov/pipermail/specialtopics/2007/date.html??
>> >>
>> >>
>> >>* You can get all the day's postings in one message each day,
>> >>in "digest format".? To find out how you can set your subscription to
do
>>that, go to
>> >>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>> >>
>> >>
>> >>* When you want to send a message, email it to
>> >>specialtopics at nifl.gov and it will go out to everyone who has
>> >>subscribed. Please check before you send it that the Subject
>> >>line of the message is correct for your message, that is, if
>> >>your message is a continuation of a discussion strand, leave it
>> >>as is; however, if you are introducing a new topic or strand,
>> >>then give it a Subject title that concisely and accurately
>> >>reflects the new content area of your message.
>> >>
>> >>
>> >>We have several hundred people who are subscribed for this
>> >>discussion, so we won't do introductions of participants. The
>> >>bios at?http://tinyurl.com/23nvye are your introductions to our
>> >>guests.? We have a lot of questions to discuss this week -- and
>> >>you may want to post more questions -- so we'll get started now
>> >>with the questions below to our quests.
>> >>
>> >>
>> >>We'll begin by discussing what Community Literacy is.? There
>> >>will be many variations on the definition, of course, and?
>> >>definitions in this discussion will focus on adult and family
>> >>community literacy, not just schools reaching out to engage
>> >>parents in the literacy of their children.
>> >>
>> >>
>> >>I would like to ask our guests to address the following
>> >>question from their experience, from research,? and/or from
>> >>their professional wisdom:
>> >>
>> >>
>> >>What is Community Literacy?
>> >>?
>> >>* What does community adult and family literacy mean?
>> >>?
>> >>* What are the purposes and goals of community literacy?
>> >>?
>> >>* Why is community literacy important?
>> >>?
>> >>* Typically, who are the key community literacy stake holders?
>> >>
>> >>
>> >>On Tuesday we will go on to this question:??How are Community
>> >>Literacy Coalitions Developed and Sustained?
>> >>I?will also post subscribers' messages from Monday with their
>> >>thoughts about what community literacy is.?
>> >>
>> >>
>> >>David J. Rosen
>> >>Special Topics Discussion Moderator
>> >>djrosen at comcast.net
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>
>> >>-------------------------------
>> >>National Institute for Literacy
>> >>Special Topics mailing list
>> >>SpecialTopics at nifl.gov
>> >>To unsubscribe or change your subscription settings, please go
>> >>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> >>Email delivered to kchernus at mprinc.com
>> >>
>> >
>> >-------------------------------
>> >National Institute for Literacy
>> >Special Topics mailing list
>> >SpecialTopics at nifl.gov
>> >To unsubscribe or change your subscription settings, please go
>> >to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> >Email delivered to heide at literacywork.com
>> >
>>--
>>Kathy Chernus
>>Director, Adult Education and Literacy
>>MPR Associates, Inc.
>>2401 Pennsylvania Avenue, NW
>>Suite 410
>>Washington, DC 20037
>>202/478-1027 x 102
>>www.mprinc.com
>>
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go to
>>http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>Email delivered to kgotthardt at comcast.net
>>
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>Email delivered to jamesomar at hotmail.com
>
> Like puzzles? Play free games& earn great prizes. Play Clink
>now.

From rene at brchamber.org  Wed Jun 27 23:57:26 2007
From: rene at brchamber.org (Rene Greer)
Date: Wed, 27 Jun 2007 22:57:26 -0500
Subject: [SpecialTopics 392] Re: Additional questions to consider
In-Reply-To: <1951031682-1182982149-cardhu_decombobulator_blackberry.rim.net-2133164557-@bxe117.bisx.prod.on.blackberry>
References: <bf8.188dccea.33b3b592@aol.com>
	<1951031682-1182982149-cardhu_decombobulator_blackberry.rim.net-2133164557-@bxe117.bisx.prod.on.blackberry>
Message-ID: <204F5E948B5B01468977DDC92CE316C0F79B50@bracexch.gbrccdom.brchamber.org>

Margaret,
Even though nobody is tracking unified data, it might be beneficial if I could point to some gains that have been made in other communities when there is sustained funding support, at least until the Coalition has an opportunity to develop the kind of portfolio that qualifies it for most national and international funding programs.  For example, has any Coalition seen a measurable drop in crime, unemployment, etc. that might be attributed to its success (impact), the support of the community (funding/ROI) and the impact of providers that it is supporting? 

Our vision of literacy is 100% (as you know we are at aout 35% population below basic skill level.)  I was approaching a funder to renew their funding commitment for another year last week and he asked me how much money it would take to get to 100% literacy.  I'm new to this, but even so that seems like a complex question considering all the types of literacy, etc.  He was primarily talking about bringing those with below basic skills to basic. 

Anybody know?  

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of doughtyhrc at aol.com
Sent: Wednesday, June 27, 2007 5:07 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 389] Re: Additional questions to consider

Hi All - in response to the various comments related to evaluating community literacy impact this is a challenging issue.  From my work with coalitions it is clear that it is easy to track and measure discreet items:
Marketing and Outreach
Funding and ROI
Learner gain by fundibg stream
Training and PD
Advocacy
However, the long term impact related to the data collected is difficult to asses.  Most coalitions try to measure both organizational progress as well as progress of member programs.  But we cannot at this point measure apples and apples across any community wide effort.  Indeed we end up with apples, bananas, plums, grapes and pomegranites!   There are two pilots that have been funded to begin to address this issue - in Cleveland and in Baton Rouge but they are in the very early stages.  

I was invited to present with Dr. Ray Hart, to the NIFL board this month to share some ideas about community literacy and the opportunties for central tracking systems.  I'd be very pleased to hear any ideas you may all have.  One project that I worked on provided a stipend to all the commuity partners to encourage them to share data.  Are there other good ideas you may have?

Margaret
Sent from my BlackBerry wireless handheld.

-----Original Message-----
From: DSKostrub at aol.com

Date: Wed, 27 Jun 2007 08:44:02
To:specialtopics at nifl.gov
Subject: [SpecialTopics 374] Re: Additional questions to consider

In a message dated 6/25/2007 12:06:55 PM Eastern Standard Time, margeryfreeman at yahoo.com writes:
In response to Margery's question, we are making an attempt in this direction during the coming year by forming:
?
A Haitian Advisory Panel
Hispanic Advisory Panel
African-American Advisory?Panel
Faith-Based Advisory Panel
?
These will meet at least twice a year.? We will share with these Panels what we and the providers are currently doing and then mainly listen to them to understand what they see as the real needs, in which areas, best ways to meet those needs, etc.? We want them to direct our efforts.
?
We have an Adult Learner Leadership Board with learners nominated?from about 28 literacy programs.? This board meets several times during the year.? The learners develop further leadership skills and they provide a valuable focus group to let us(and providers) understand how to better serve them.
?
Darlene Kostrub
www.pbcliteracy.org <http://www.pbcliteracy.org> 

----------------
See what's free at AOL.com <http://www.aol.com?ncid=AOLAOF00020000000503> . -------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to doughtyhrc at aol.com

-------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to rene at brac.org

From djrosen at comcast.net  Thu Jun 28 07:48:23 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 28 Jun 2007 07:48:23 -0400
Subject: [SpecialTopics 393] What would be required to measure Community
	Literacy Impact?
Message-ID: <8C1BB59D-CA43-42DC-A4B1-90E15855A6CA@comcast.net>

Community Literacy Colleagues,

Since we are looking at outcomes and impact of community literacy  
today, let's consider what a city would need to measure the impact of  
a major citywide community literacy effort.  One important measure  
might be the literacy level of city residents.  At present, the only  
ways I am aware of to measure that for adults are:

1) Census data,  and
2) The NALS or NAAL

The census, however,  measures the years of school completed, not the  
adult literacy level. The NALS, NAAL, and the next national  
assessment, each measure a scientific sample of adults, but so far  
this assessment has not been conducted in cities, only in a handful  
states, and it is costly -- several hundred thousand dollars, I  
believe.  Are there other adult literacy assessments that we should  
be aware of that measure a random sample residents -- not just those  
enrolled in programs? Are there plans for a new -- or modified  
assessment -- a new urban NAAL, for example -- that could meet this  
need?

David J. Rosen
Special Topics Discussion Leader
djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

From Janet_Isserlis at brown.edu  Thu Jun 28 09:11:27 2007
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Thu, 28 Jun 2007 09:11:27 -0400
Subject: [SpecialTopics 394] Re: What would be required to measure Community
 Literacy Impact?
In-Reply-To: <8C1BB59D-CA43-42DC-A4B1-90E15855A6CA@comcast.net>
Message-ID: <C2A92BBF.18CD5%Janet_Isserlis@brown.edu>

David and all,

Interesting question.  Without rehashing the complex arguments and elements
of the 'validity' of the NALS or NAAL, I'm wondering if folks working in,
say, health or community development/housing - have formal or informal
measures of the literacy strengths of their constituents.

In other words, does the fact that service providers/community workers might
proactively utilize plain language (because plain language, like universal
design, is just good for everyone),  multiple languages (brochures, posters,
etc) and otherwise might be thinking about literacy and communication issues
-- does all of this indicate a sense of communities' literacy abilities  AND
a sense of the critical need to be mindful of literacy/communication across
service provision areas?

I realize this is not gold standard science, but I am curious to see if
there has been any shift in communication by service providers.  As well,
how does literacy happen all the time away from literacy provision?  (Think
New Literacy Studies - Hamilton, Barton; think  (Arlene) Hannah Fingeret's
social networks, think community literacy itself.

Community literacy maybe encompasses communities' strengths and abilities so
that communities themselves have access, options, and (?) degrees of power?

This, of course, is difficult to measure.

Janet Isserlis

> From: "David J. Rosen" <djrosen at comcast.net>
> Reply-To: <specialtopics at nifl.gov>
> Date: Thu, 28 Jun 2007 07:48:23 -0400
> To: <specialtopics at nifl.gov>
> Subject: [SpecialTopics 393] What would be required to measure Community
> Literacy Impact?
> 
> Community Literacy Colleagues,
> 
> Since we are looking at outcomes and impact of community literacy
> today, let's consider what a city would need to measure the impact of
> a major citywide community literacy effort.  One important measure
> might be the literacy level of city residents.  At present, the only
> ways I am aware of to measure that for adults are:
> 
> 1) Census data,  and
> 2) The NALS or NAAL
> 
> The census, however,  measures the years of school completed, not the
> adult literacy level. The NALS, NAAL, and the next national
> assessment, each measure a scientific sample of adults, but so far
> this assessment has not been conducted in cities, only in a handful
> states, and it is costly -- several hundred thousand dollars, I
> believe.  Are there other adult literacy assessments that we should
> be aware of that measure a random sample residents -- not just those
> enrolled in programs? Are there plans for a new -- or modified
> assessment -- a new urban NAAL, for example -- that could meet this
> need?
> 
> David J. Rosen
> Special Topics Discussion Leader
> djrosen at comcast.net
> 
> 
> David J. Rosen
> djrosen at comcast.net
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to janet_isserlis at brown.edu

From cread at famlit.org  Thu Jun 28 11:38:07 2007
From: cread at famlit.org (Cindy Read)
Date: Thu, 28 Jun 2007 11:38:07 -0400
Subject: [SpecialTopics 395] FW: Day Four: Measuring Community Literacy
	Outcomesand Impact
Message-ID: <7C9274B07D784549B01769932833AB9D28B6C4@BE1.SynHost1>

Hello David and Community Literacy Colleagues,
 
I can attest that this issue (measuring community literacy outcomes) was
the number one challenge cited by participants at the National Center
for Family Literacy's Community Literacy Strategy Forum in March. 
 
A  tool that may help is the Literacy Life Span Matrix, which identifies
relevant literacy outcomes, appropriate instruments for measuring the
outcomes and effective research-based practices that allow programs and
individuals to increase the development of literacy at all stages of
life.
 
To access the matrix, go to
http://literacynetwork.verizon.org/fileadmin/download/13741_verizon_matr
ix.pdf
<http://literacynetwork.verizon.org/fileadmin/download/13741_verizon_mat
rix.pdf>  on the Verizon Thinkfinity site. 
 
NCFL has also developed a Literacy Program Self Assessment Tool that is
based on the matrix.  To date, only the adult literacy tool has been
released, but additional components are being developed for early
literacy, elementary school literacy, and adolescent literacy. To
download the Literacy Program Self Assessment Tool on the Thinkfinity
site, go to http://literacynetwork.verizon.org/Best-Practices.26.0.html
<http://literacynetwork.verizon.org/Best-Practices.26.0.html> .
 
Cindy Read
National Center for Family Literacy

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Wednesday, June 27, 2007 8:31 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 390] Day Four: Measuring Community Literacy
Outcomesand Impact

Community Literacy Colleagues,

We can continue to discuss the questions posted earlier this week, but
let us now also look at this question:

3. How can we measure community literacy outcomes and impact?
 
* How can we measure the health, outcomes and impact of community
literacy?
 
* How do communities document the positive impact they're having on
adult education and family literacy, and workforce and economic
development? What data do they collect and how do they use them to show
their success?
 
* How do providers demonstrate to prospective or current business
partners the return-on-investment businesses want to see as a result of
their involvement in adult education?
 
* How can we measure the effect of community literacy on a community?
 
* Given the increasing pressure to demonstrate outcomes, how do we
convince funders to support intermediary organizations that foster
collaborations to address community literacy?

and
 
* What do we know about community literacy from research?

Let us hear from our guests, but also from subscribers who have
experience in measuring outcomes or impact of community literacy.

David J. Rosen
Special Topics Discussion  Moderator
djrosen at comcast.net

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From carl.guerriere at po.state.ct.us  Thu Jun 28 15:30:32 2007
From: carl.guerriere at po.state.ct.us (Guerriere, Carl)
Date: Thu, 28 Jun 2007 15:30:32 -0400
Subject: [SpecialTopics 396] How can we measure community literacy outcomes
	and impact?
Message-ID: <1A70718E73BADA4EA9661356069ABA9801525991@server10>

How can we measure community literacy outcomes and impact?

 

Since we are looking at outcomes and impact of community literacy today,
let's consider what a city would need to measure the impact of a major
citywide community literacy effort. One important measure might be the
literacy level of city residents. At present, the only ways I am aware
of to measure that for adults are:

 

1) Census data, and

2) The NALS or NAAL

 

The census, however, measures the years of school completed, not the
adult literacy level. The NALS, NAAL, and the next national assessment,
each measure a scientific sample of adults, but so far this assessment
has not been conducted in cities, only in a handful states, and it is
costly -- several hundred thousand dollars, I believe. Are there other
adult literacy assessments that we should be aware of that measure a
random sample residents -- not just those enrolled in programs? Are
there plans for a new -- or modified assessment -- a new urban NAAL, for
example -- that could meet this need?

 

Demonstrating outcomes is critical if the field is to receive the
support it merits. Outcomes that demonstrate literacy improvement are
key- rather than those that show number of students "served" or hours of
instruction provided. Assessments and evaluations on a large scale are
needed. Unfortunately it may take a while to obtain support for quality,
large-scale evaluations that are ultimately expensive.

 

In the meantime, coalitions such as ours and others are promoting and
engaging in comprehensive pilot projects where literacy instruction and
improvement is not provided in isolation but part of real life
situations and thus is the vehicle that leads to concrete improvements
such as obtaining a GED, a license, certificate, a job. Quality
assessments that direct quality instruction that is provided in a
variety of venues such as one on one, small group, and computer assisted
are key. Support services, case management, childcare and transportation
also need to be part of the equation. Workforce connections are a
strategic move to help lift people out of poverty and/or better paying
jobs. Economic development is a connection that many stakeholders can
appreciate and support.

 

Once again collaborations or partnerships are key. Strategic decisions
are made to involve current major funders and providers of services such
as schools, colleges, workforce boards. If we are to change the systems
that have the funding and power, engagement is a strategy. Darlene and
others have pointed out the importance of engaging diverse stakeholders,
in part, to obtain a diverse funding base. It also provides a diverse
power base as well. As the conversations continue, I am more convinced
that strategic collaborations are key. Information sharing that includes
quality assessments of this type perhaps will move the agenda forward
faster than demonstrations of literacy level improvement. Both are
needed.

 

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From kchernus at mprinc.com  Thu Jun 28 16:55:17 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 28 Jun 2007 16:55:17 -0400
Subject: [SpecialTopics 397] Re: Day Three: Developing and Sustaining
	Community Literacy Coalitions
Message-ID: <1118410867kchernus@mprinc.com>

Hi David and everyone, I?ve inserted my comments below some of the questions you posed.  Out-of-town so apologize for the delay in responding.  Kathy

? How do providers approach potential partners (other providers, businesses, social services, local government)?

One of the biggest challenges of the providers we worked with is not knowing how to approach businesses.  Most of the providers in the partnerships we studied wanted guidance on how to approach businesses.  We?re in the process of developing a guide for businesses that may have an interest in becoming involved in community-based literacy with help from a group of businesses that have a history of supporting adult and family literacy. The group confirmed that adult education programs don?t know how to approach them.  Here are some of the benefits they?ve experienced from partnering with adult and family literacy partners that could be used to approach prospective employer-partners: 

? Employers can see an increased employee retention rate, as well as other positive effects on the bottom line, as a result of on-site training and education. In addition, educated employees provide fewer problems for managers (I?ll check with Johns Hopkins Hospital and Health System to see if we have permission to share their data with the listserv. I understand that CVS has data as well).
? Partnerships with adult education providers help businesses get a better understanding of the types of skills enhancement their workers need. In the past, they had difficulty articulating or addressing the discrete skills required for employees to do their jobs successfully. Through partnering, they can tailor adult education services for workforce. 
? The National Association of Manufacturer?s Improving Workplace Opportunities for Limited English Speaking Workers report found that the entire company benefits from ELL instruction, not just the employees who receive training. The report is available at http://www.nam.org/s_nam/sec.asp?CID=201493&DID=229873
? Many companies find that partnering is good for sales and marketing, in terms of enhancing the customer base and getting the company?s name out in the community. 
? Partnering can also improve a company?s perception in the community by associating the company?s name with a positive cause. 
? Partnerships with larger programs or businesses can strengthen small and emerging adult education programs.

Another related issue is the importance of selecting the right partners (happy to share what we learned at a later time, if anyone?s interested).

? How do local partnerships generate the financial support they need to meet the literacy needs of their communities?

They pool their funds, apply jointly for grants, and collaborate on fund-raising events. They take advantage of their links to different funding sources and leverage these to obtain other dollars.  The types of funds leveraged include: Workforce Investment Act of 1998 (WIA) Title II (the Adult Education and Family Litearcy Act);  WIA Titles I, III, and IV; TANF funds; the Elementary and Secondary Education Act (NCLB); the Department of Housing and Urban Development?s ?Neighborhood Networks? program; and other federal funding through the U.S. Departments of Labor and Health and Human Services; state funds; local public funds; private foundation grants; business support; and charitable contributions.  Partners may continue to seek grants individually but they try not to compete with one another.  Partnerships can obtain funds unavailable to them as individual organizations. 

An example of a community-based literacy program that pools their funds is the Cedar Riverside Adult Education Collaborative in Minneapolis.  It combines funds from the state (client contact hours), local funders, and private foundation grants into a fund for adult education services for an East African refugee neighbhorhood. 

Sharing a fiscal agent is another way that some community partnerships leverage funds. 

? How do providers sustain partnerships over the long haul?
Providers are able to sustain partnerships by keeping their focus clearly on community needs, adapting to changing workforce demands, and shifting funding sources as necessary. An example is Project ACHIEVE, a partnership between Jefferson County Public Schools Adult and Continuing Education and the Metro Louisville Community Action Partnership (CAP) in Louisville, KY that has been serving adults on public assistance since 1989. 

? How do community-based literacy efforts survive transitions in leadership?
The leadership of the community partnerships we studied usually consisted of a visionary, dynamic leader and in some cases an advisory board.  One of the questions we asked during our site visits was what would happen to the work of the partnership if the leader(s) left the position.  One advisory board felt that the community would sustain the partnership, regardless of the leader, that any of the advisory member could assume the leadership role because it is a shared effort, everyone is equally responsible. Further, they said the strong coordination among the partners is what makes it a sustainable effort.  However, not all partnerships agreed; surviving the transition of a strong leader is one of the big challenges partnerships face. 

? How do community literacy coalitions or partnerships assure the quality of instruction? Is this an issue?  If so, what are some ways quality gets addressed?

They develop curriculum jointly and share professional development based on the needs of the community they serve. Providers are able to expand the formal and informal professional development opportunities available to their staff by sharing expertise and instructional materials. 

For example, Nine Star Enterprises, a private, nonprofit organization that provides comprehensive adult education services partners with Cook Inlet Tribal Council (CITC), a nonprofit arm of one of the thirteen Native Alaskan Corporations that serve Native Alaskans and Pacific Islander communities throughout the state. CITC provides a range of services, including adult education, work-readiness training, and social services. Nine Star and CITC began a partnership to help clients take greater advantage of these services. Nine Star and CITC also share professional development. CITC staff help train Nine Star instructors on cultural issues, and CITC staff can attend any of Nine Star?s professional development programs. 

?  What steps can we take to ensure that adult learners and other residents in the learners' communities are providing leadership to community literacy initiatives?

Some of the community-based literacy efforts we studied included current and past adult learners on program and partnership advisory groups.  They also involve them in community instructional activities.  In Holyoke, MA, the Juntos partnership hosts an annual Learner-Teacher Day to bring learners, instructors, and administrators from all six partners together with community representatives, such as the mayor and superintendent of schools, to discuss community issues. Adult learners along with their instructors are involved in planning and carrying out all the activities during the event.

? What are some good examples of community literacy coalitions?
The twelve partnerships the C-PAL project studied, plus six we didn?t have funding to study as comprehensively are good examples.  I?ve cut and pasted brief descriptions of each of the twelve plus their links, in case anyone would like to learn more about them. 

Nine Star Enterprises, Anchorage, Alaska. Nine Star is a private, nonprofit corporation that provides comprehensive adult education services over a vast geographic area in collaboration with a variety of partners. http://www.c-pal.net/profiles/alaska.html

The Workforce Alliance for Growth in the Economy (WAGE), El Dorado (Union County), Arkansas. WAGE provides employment-related education to adult learners and upgrades the skills of incumbent workers through partnerships with business and many community agencies and organizations. http://www.c-pal.net/profiles/arkansas.html

READ/San Diego, San Diego, California. READ is a library-based volunteer program that provides literacy services, primarily through tutoring, across San Diego city and county in collaboration with a host of community partners. http://www.c-pal.net/profiles/california.html

The Palm Beach County Literacy Coalition, Palm Beach County, Florida. The Coalition promotes literacy services, coordinates activities, and operates a literacy hotline with the help of many partners across the county. Darlene has provided additional information on the Coalition in her postings. http://www.c-pal.net/profiles/florida.html

The Houston County Certified Literate Community Program (CLCP), Houston County, Georgia. The CLCP coordinates, promotes, and advocates for adult literacy services in this rural county by working with partners from nearly every sector of the community. http://www.c-pal.net/profiles/georgia.html

The North Idaho College Adult Education Center, Coeur d?Alene, Idaho. The Center is responsible for adult education services for five rural counties and forms the hub of wide-ranging partnerships supporting adult education, workforce development, and family literacy programs. http://www.c-pal.net/profiles/idaho.html

Jefferson County Public Schools Adult and Continuing Education (JCPSAE), Louisville, Kentucky. JCPSAE is at the heart of a many-layered partnership with business, higher education, and other community organizations and agencies in Jefferson County. http://www.c-pal.net/profiles/kentucky.html

Juntos, Holyoke, Massachusetts. Juntos is a six-member partnership that provides adult basic education, adult secondary education, English literacy instruction, college transition, computer and family literacy, and vocational training and job search services to local adults. http://www.c-pal.net/profiles/massachusetts.html

Cedar Riverside Adult Education Collaborative_Partnership, Minneapolis, Minnesota. This partnership provides English language instruction, family literacy services, and other support services to a community of East African (mainly Somali) immigrants in a public housing facility. http://www.c-pal.net/profiles/minnesota.html

The Decker Family Development Center, Barberton, Ohio.  Decker was a three-way partnership among a hospital, a university, and a public school system providing comprehensive literacy and support services to a high-poverty community. The Decker Center closed its doors in 2004 after a valiant effort to secure sufficient funding. http://www.c-pal.net/profiles/ohio.html

The Donald H. Londer Center for Learning, Portland, Oregon. The Londer Center, part of the Department of Community Justice (DCJ), provides literacy and other services to prepare ex-inmates for successful reintegration into their communities by working with other DCJ programs and community agencies and organizations. Carole Scholl provided an update on Londer in her posting. http://www.c-pal.net/profiles/oregon.html

The Midlands Literacy Initiative (MLI ) (now the Education, Jobs & Life Skills Community Council of the United Way of the Midlands), Richland, Fairfield, Lexington, and Newberry Counties, South Carolina. The MLI is a coalition that works closely with business to design and provide workforce literacy programs and with other partners to provide literacy services to adults and families in this four-county area. http://www.c-pal.net/profiles/southcarolina.html

The six partnerships described in mini-profiles include:

Tucson, Arizona 
Pima College Adult Education and its partners serve more than 7,000 adult learners yearly, providing comprehensive adult and family literacy services in a variety of sites across Pima County. http://www.c-pal.net/profiles/mini/pima.html

Indianapolis, Indiana
Goodwill Industries of Central Indiana and its partners provide comprehensive education and job training services to adult learners and youth across central Indiana. http://www.c-pal.net/profiles/mini/goodwill.html

Greensboro, North Carolina
The Greensboro Public Library and its partners formed Community of Readers, a literacy coalition, to provide literacy services, career counseling, and computer instruction to adult learners and to raise community awareness of literacy issues and needs. http://www.c-pal.net/profiles/mini/greensboro.html

Durham, North Carolina
The Literacy Center is a community-based volunteer organization that provides literacy services to adults, families, and children in partnership with other community organizations and in a variety of sites across the city. http://www.c-pal.net/profiles/mini/durham.html

Pittsburgh, Pennsylvania
The Greater Pittsburgh Literacy Council provides literacy services to adults and families by working with a broad cross-section of community partners. http://www.c-pal.net/profiles/mini/gplc.html

Austin, Texas
The Skillpoint Alliance is a non-profit organization uniting industry, education, and the community to provide education, workplace literacy and preparation, computer instruction, and customized industry-based training to the emerging, transitional, and incumbent workforce in central Texas. http://www.c-pal.net/profiles/mini/skillpoint.html

On Wednesday, June 27, 2007 8:02 AM, David J. Rosen <djrosen at comcast.net> wrote:
>
>
>Community Literacy Discussion Colleagues,
>
>
>Welcome to those who have joined the discussion in progress.
>The message below (in blue) tells you where you can see the
>archived messages so you can quickly catch up.
>
>
>Our continued question for Wednesday is:??How are Community
>Literacy Coalitions Developed and Sustained?
>
>
>This is a big question with a lot of parts. I would like our
>guests -- and others with experience -- to continue to address
>as many of these specific questions today as possible. Many
>subscribers who posted these questions are eager for concrete
>help in addressing them.
>
>
>? How do providers approach potential partners (other
>providers, businesses, social services, local government)?
>
>
>? How do local partnerships generate the financial support they
>need to meet the literacy needs of their communities?
>
>
>? What resources are needed for effective community literacy
>collaboration?
>
>
>? How do providers sustain partnerships over the long haul?
>
>
>? How do community-based literacy efforts survive transitions
>in leadership?
>
>
>? What are some good examples of community literacy coalitions?
>
>
>? What are some incentives and strategies for strengthening
>community literacy?
>
>
>? How do community literacy coalitions or partnerships assure
>the quality of instruction? Is this an issue?? If so, what are
>some ways quality gets addressed?
>
>
>? Are there performance measures for community literacy? If so
>what are they?
>
>
>?? How can we learn from the?experiences of other countries,
>particularly those that have?built successful literacy
>movements?
>
>
>???What steps can we take to ensure that adult learners
>and?other residents?in the learners' communities are?providing
>leadership to community literacy initiatives?
>
>
>?As we will be discussing many things, please be careful that
>the Subject line of your posting reflects the actual content of
>your message. Please include your name (and other information
>if you wish) at the end of your posting.? Send your posts to
>specialtopics at nifl.gov
>
>
> David J. Rosen
>Special Topics Discussion Moderator
>djrosen at comcast.net
>
>
>
>
>-----
>From: "David J. Rosen" <djrosen at comcast.net>
>Date: June 24, 2007 7:29:30 PM EDT
>To: specialtopics at nifl.gov
>Subject: Community Literacy Discussion Begins
>
>
>Dear Community Literacy Discussion Colleague,
>
>
>On Monday?we begin a discussion of adult and family community
>literacy. First I would like to thank our guests: Margaret
>Doughty, Carl?Guerriere, Petrice Sams- Abiodun, Darlene
>Kostrub, Jeff Carter,?and Kathy Chernus. You can learn more
>about them by going to?http://tinyurl.com/23nvye )
>
>
>Here's how the National Institute for Literacy Special Topics
>discussion list works:
>
>
>? A discussion opens and a few days later it closes.? Between
>discussions there are usually no messages posted until the next
>discussion is ready to begin.
>
>
>? A discussion is carried on by e-mail. As a subscriber all of
>the messages will be sent to your e-mail.? These might include
>information, questions, replies to questions, comments and
>expansions, further explanations, requests for more detail,
>comments on other perspectives, and more. Sometimes a
>discussion with guests consists of just questions to the guests
>and their answers, but I will try to encourage real discussion,
>especially since we have other experts in community literacy
>among our participants.??
>
>
>? You will probably get a lot of e-mail from the Special Topics
>discussion list each day for the next five days!? You might
>decide to skim the messages, read through the ones that
>especially interest you, and save the rest to read later. Every message is also archived at?
>http://www.nifl.gov/pipermail/specialtopics/2007/date.html??
>
>
>? You can get all the day's postings in one message each day,
>in "digest format".? To find out how you can set your subscription to do that, go to
>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>
>
>? When you want to send a message, email it to
>specialtopics at nifl.gov and it will go out to everyone who has
>subscribed. Please check before you send it that the Subject
>line of the message is correct for your message, that is, if
>your message is a continuation of a discussion strand, leave it
>as is; however, if you are introducing a new topic or strand,
>then give it a Subject title that concisely and accurately
>reflects the new content area of your message.
>
>
>We have several hundred people who are subscribed for this
>discussion, so we won't do introductions of participants. The
>bios at?http://tinyurl.com/23nvye are your introductions to our
>guests.? We have a lot of questions to discuss this week -- and
>you may want to post more questions -- so we'll get started now
>with the questions below to our quests.
>
>
>We'll begin by discussing what Community Literacy is.? There
>will be many variations on the definition, of course, and?
>definitions in this discussion will focus on adult and family
>community literacy, not just schools reaching out to engage
>parents in the literacy of their children.
>
>
>I would like to ask our guests to address the following
>question from their experience, from research,? and/or from
>their professional wisdom:
>
>
>What is Community Literacy?
>?
>? What does community adult and family literacy mean?
>?
>? What are the purposes and goals of community literacy?
>?
>? Why is community literacy important?
>?
>? Typically, who are the key community literacy stake holders?
>
>
>On Tuesday we will go on to this question:??How are Community
>Literacy Coalitions Developed and Sustained?
>I?will also post subscribers' messages from Monday with their
>thoughts about what community literacy is.?
>
>
>David J. Rosen
>Special Topics Discussion Moderator
>djrosen at comcast.net
>
>
>
>
>
>
>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

From DSKostrub at aol.com  Thu Jun 28 21:07:01 2007
From: DSKostrub at aol.com (DSKostrub at aol.com)
Date: Thu, 28 Jun 2007 21:07:01 EDT
Subject: [SpecialTopics 398] Re: models of successful collaboration? Question
Message-ID: <cd1.123617f6.33b5b535@aol.com>

 
In a message dated 6/27/2007 9:06:39 AM Eastern Standard Time, 
Kgotthardt at comcast.net writes:

Hello Everyone--

I am sure I missed this somewhere, but does anyone here have experience with
Community Colleges working as collaborators for community literacy?  I know
there are sometimes low-cost ESL programs offered, but I am not sure how
students are referred or what a college's relationship with these other
programs might be.

Katherine Mercurio Gotthardt, ESOL Distance Education Instructor
Prince William County Public Schools
Adult Education
P.O. Box 389
Manassas, VA 20108
work 703-791-8387
fax 703-791-8889

We work closely with the local community college. A representative attends 
our adult literacy provider network meetings to understand the specific niche 
each organization fills and the needs that they meet.  The provider 
organizations learns about the programs that the college provides.  The literacy 
organizations refer their students on to the college as appropriate and the college 
refers to the literacy providers when they have students who do not meet their 
criteria.  The key is the communication process.
 
Also, a wonderful professor from the community college is doing professional 
development for local tutors from literacy organizations.  She also attended 
the tutor training done by our coalition and analyzed areas for enhancement and 
is now designing training for the tutors to address those areas.
 
Darlene Kostrub
Palm Beach County Literacy Coalition
_www.pbcliteracy.org_ (http://www.pbcliteracy.org) 
561-279-9103

************************************** See what's free at http://www.aol.com.
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From DSKostrub at aol.com  Fri Jun 29 06:04:31 2007
From: DSKostrub at aol.com (DSKostrub at aol.com)
Date: Fri, 29 Jun 2007 06:04:31 EDT
Subject: [SpecialTopics 399]  Evaluation
Message-ID: <cde.1286e86c.33b6332f@aol.com>

Margaret,
 
I recall that you and several others were working on an evaluation last year 
that looked at individual change, system change and community change.  I think 
the community change indicators included:
 
Educational Indicators
Economic and Employment Indicators 
Crime and Public Safety Indicators
Family Indicators
Health and Social Indicators
Civic Participation Indicators
 
Do you know when this might be ready to pilot?
 
Darlene Kostrub
Palm Beach County Literacy Coalition
www.pbcliteracy.org

************************************** See what's free at http://www.aol.com.
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From DSKostrub at aol.com  Fri Jun 29 06:11:58 2007
From: DSKostrub at aol.com (DSKostrub at aol.com)
Date: Fri, 29 Jun 2007 06:11:58 EDT
Subject: [SpecialTopics 400]  Branding
Message-ID: <c46.177a80e2.33b634ee@aol.com>

I have a specific question for any community literacy groups engaged in this 
discussion.  We are seeking to work on the "branding" issue during the coming 
year.  One of the things we want to do is to capture in a tagline the essence 
of who we are and what we do.
 
Could any of you share your tagline?
 
For instance, a neighboring coalition has a tagline something like, "Learn 
More, Earn More, Be More...."
 
 
Thanks for your help!
 
Darlene Kostrub
Palm Beach County Literacy Coalition
_www.pbcliteracy.org_ (http://www.pbcliteracy.org) 

************************************** See what's free at http://www.aol.com.
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From jn at cloudworld.co.uk  Fri Jun 29 06:34:41 2007
From: jn at cloudworld.co.uk (John Nissen)
Date: Fri, 29 Jun 2007 11:34:41 +0100
Subject: [SpecialTopics 401] Re: Additional questions to consider
References: <bf8.188dccea.33b3b592@aol.com><1951031682-1182982149-cardhu_decombobulator_blackberry.rim.net-2133164557-@bxe117.bisx.prod.on.blackberry>
	<204F5E948B5B01468977DDC92CE316C0F79B50@bracexch.gbrccdom.brchamber.org>
Message-ID: <00a001c7ba39$1a387bc0$0202a8c0@mesh>

Hi Rene,

We could first consider the cost of not having 100% literacy.  In the UK 
they reckon that up to 12 million out of the 30-40 million work force have 
inadequate literacy, and it is costing the economy/business at least $20 
billion annually, i.e. 1% GDP (about $2 trillion).  However that does not 
take into the social cost of crime and unemployment, etc., which could 
easily double that figure.  I believe you have similar percentages in the 
US.

If one had 100% literacy in schools, then this problem would largely 
disappear.  Unfortunately 20% never learn to read adequately, so the 
government is changing the method of teaching with a new "Letters and 
Sounds" framework (actually based on systematic/synthetic phonics).   This 
is at zero additional cost to the education budget.  However the cost of 
teaching adults to read, who as children were taught by unsuccessful 
methods, is going to be significant.  A possible solution would be to have 
groups of adults in the community, streamed according to their reading level 
and/or particular reading problem, and taught by volunteers (e.g. retired 
people), who would need to be trained in successful literacy 
teaching/remediation methods - which is where the cost would be.  Such a 
system could pay for itself in a year or two, if you took into account the 
long-term benefits of literacy to the economy, as estimated above.   The 
social benefit would be incalculable - unless somebody can put a value to 
happiness!  (BTW I'm reading a book about that.)

Cheers from Chiswick,

John

----- Original Message ----- 
From: "Rene Greer" <rene at brchamber.org>
To: <doughtyhrc at aol.com>; <specialtopics at nifl.gov>
Sent: Thursday, June 28, 2007 4:57 AM
Subject: [SpecialTopics 392] Re: Additional questions to consider

Margaret,
Even though nobody is tracking unified data, it might be beneficial if I 
could point to some gains that have been made in other communities when 
there is sustained funding support, at least until the Coalition has an 
opportunity to develop the kind of portfolio that qualifies it for most 
national and international funding programs.  For example, has any Coalition 
seen a measurable drop in crime, unemployment, etc. that might be attributed 
to its success (impact), the support of the community (funding/ROI) and the 
impact of providers that it is supporting?

Our vision of literacy is 100% (as you know we are at aout 35% population 
below basic skill level.)  I was approaching a funder to renew their funding 
commitment for another year last week and he asked me how much money it 
would take to get to 100% literacy.  I'm new to this, but even so that seems 
like a complex question considering all the types of literacy, etc.  He was 
primarily talking about bringing those with below basic skills to basic.

Anybody know?

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] 
On Behalf Of doughtyhrc at aol.com
Sent: Wednesday, June 27, 2007 5:07 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 389] Re: Additional questions to consider

Hi All - in response to the various comments related to evaluating community 
literacy impact this is a challenging issue.  From my work with coalitions 
it is clear that it is easy to track and measure discreet items:
Marketing and Outreach
Funding and ROI
Learner gain by fundibg stream
Training and PD
Advocacy
However, the long term impact related to the data collected is difficult to 
asses.  Most coalitions try to measure both organizational progress as well 
as progress of member programs.  But we cannot at this point measure apples 
and apples across any community wide effort.  Indeed we end up with apples, 
bananas, plums, grapes and pomegranites!   There are two pilots that have 
been funded to begin to address this issue - in Cleveland and in Baton Rouge 
but they are in the very early stages.

I was invited to present with Dr. Ray Hart, to the NIFL board this month to 
share some ideas about community literacy and the opportunties for central 
tracking systems.  I'd be very pleased to hear any ideas you may all have. 
One project that I worked on provided a stipend to all the commuity partners 
to encourage them to share data.  Are there other good ideas you may have?

Margaret
Sent from my BlackBerry wireless handheld.

-----Original Message-----
From: DSKostrub at aol.com

Date: Wed, 27 Jun 2007 08:44:02
To:specialtopics at nifl.gov
Subject: [SpecialTopics 374] Re: Additional questions to consider

In a message dated 6/25/2007 12:06:55 PM Eastern Standard Time, 
margeryfreeman at yahoo.com writes:
In response to Margery's question, we are making an attempt in this 
direction during the coming year by forming:

A Haitian Advisory Panel
Hispanic Advisory Panel
African-American Advisory Panel
Faith-Based Advisory Panel

These will meet at least twice a year. We will share with these Panels what 
we and the providers are currently doing and then mainly listen to them to 
understand what they see as the real needs, in which areas, best ways to 
meet those needs, etc. We want them to direct our efforts.

We have an Adult Learner Leadership Board with learners nominated from about 
28 literacy programs. This board meets several times during the year. The 
learners develop further leadership skills and they provide a valuable focus 
group to let us(and providers) understand how to better serve them.

Darlene Kostrub
www.pbcliteracy.org <http://www.pbcliteracy.org>

----------------
See what's free at AOL.com <http://www.aol.com?ncid=AOLAOF00020000000503> 
. -------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
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Email delivered to doughtyhrc at aol.com

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to rene at brac.org

-------------------------------
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Special Topics mailing list
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To unsubscribe or change your subscription settings, please go to 
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Email delivered to jn at cloudworld.co.uk

From djrosen at comcast.net  Fri Jun 29 07:00:07 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 29 Jun 2007 07:00:07 -0400
Subject: [SpecialTopics 402]  Fifth Day of Community Literacy Discussion
Message-ID: <03AC0F51-7AA8-4980-AD0A-AC1BA9D9A420@comcast.net>

Community Literacy Discussion Colleagues,

This is the fifth and last day of the community literacy discussion.   
Our guests are available through today. I will leave the discussion  
list open through Monday so that subscribers (and guests) who have  
last-minute, further, or follow-up comments may post them.  I hope  
subscribers who have not joined in yet -- and those who have -- will  
continue to add insights, examples and other comments from their own  
community literacy work or research.

Those who have joined the discussion in media res can catch up by  
going to
http://www.nifl.gov/pipermail/specialtopics/2007/date.html

The Questions for today include:

4. What is the relationship of community literacy to workforce  
literacy, workforce development, ?healthy communities? initiatives  
and transition to higher education?

? What indicators, for example, have communities developed around  
literacy in thinking about a healthy (or ?sustainable?) community?  
E.g. http://www.rprogress.org/cihb/index.shtml and http:// 
www.communityindicators.net/indicatorefforts.html

5. What is the role of technology in community literacy?

6. How can literacy organizations work together to make literacy a  
top community priority?

7. What sort of training will best prepare community literacy  
coalitions to address community power dynamics, e.g. issues of  
racism, ethnocentrism?

In addition, we can still discuss questions from the previous days.  
For example, I hope our guests might address:

? How do providers sustain partnerships over the long haul?

? What are some incentives and strategies for strengthening community  
literacy?

? How do community literacy coalitions or partnerships assure the  
quality of instruction? Is this an issue?  If so, what are some ways  
quality gets addressed?

and

? What do we know about community literacy from research?

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From bhofmeyer at niesc.k12.in.us  Fri Jun 29 09:13:55 2007
From: bhofmeyer at niesc.k12.in.us (bhofmeyer)
Date: Fri, 29 Jun 2007 09:13:55 -0400
Subject: [SpecialTopics 403] Re: Day Three: Developing and Sustaining
	Community Literacy Coalitions
In-Reply-To: <1118410867kchernus@mprinc.com>
References: <1118410867kchernus@mprinc.com>
Message-ID: <20070629131307.M97558@niesc.k12.in.us>

Kathy,
You mentioned selecting the right partners. Can you elaborate?
Barbara Hofmeyer

On 28 Jun 2007 16:55:17 -0400, Kathy Chernus wrote
> Hi David and everyone, I?ve inserted my comments below some of the 
> questions you posed.  Out-of-town so apologize for the delay in 
> responding.  Kathy
> 
> ? How do providers approach potential partners (other providers, 
> businesses, social services, local government)?
> 
> One of the biggest challenges of the providers we worked with is not 
> knowing how to approach businesses.  Most of the providers in the 
> partnerships we studied wanted guidance on how to approach 
> businesses.  We?re in the process of developing a guide for 
> businesses that may have an interest in becoming involved in 
> community-based literacy with help from a group of businesses that 
> have a history of supporting adult and family literacy. The group 
> confirmed that adult education programs don?t know how to approach 
> them.  Here are some of the benefits they?ve experienced from 
> partnering with adult and family literacy partners that could be 
> used to approach prospective employer-partners:
> 
> ? Employers can see an increased employee retention rate, as well as 
> other positive effects on the bottom line, as a result of on-site 
> training and education. In addition, educated employees provide 
> fewer problems for managers (I?ll check with Johns Hopkins Hospital 
> and Health System to see if we have permission to share their data 
> with the listserv. I understand that CVS has data as well). ? 
> Partnerships with adult education providers help businesses get a 
> better understanding of the types of skills enhancement their 
> workers need. In the past, they had difficulty articulating or 
> addressing the discrete skills required for employees to do their 
> jobs successfully. Through partnering, they can tailor adult 
> education services for workforce. ? The National Association of 
> Manufacturer?s Improving Workplace Opportunities for Limited English 
> Speaking Workers report found that the entire company benefits from 
> ELL instruction, not just the employees who receive training. The 
> report is available at http://www.nam.org/s_nam/sec.asp?
CID=201493&DID=229873
> ? Many companies find that partnering is good for sales and 
> marketing, in terms of enhancing the customer base and getting the 
> company?s name out in the community. ? Partnering can also improve a 
> company?s perception in the community by associating the company?s 
> name with a positive cause. ? Partnerships with larger programs or 
> businesses can strengthen small and emerging adult education programs.
> 
> Another related issue is the importance of selecting the right 
> partners (happy to share what we learned at a later time, if 
> anyone?s interested).
> 
> ? How do local partnerships generate the financial support they need 
> to meet the literacy needs of their communities?
> 
> They pool their funds, apply jointly for grants, and collaborate on 
> fund-raising events. They take advantage of their links to different 
> funding sources and leverage these to obtain other dollars.  The 
> types of funds leveraged include: Workforce Investment Act of 1998 
> (WIA) Title II (the Adult Education and Family Litearcy Act);  WIA 
> Titles I, III, and IV; TANF funds; the Elementary and Secondary 
> Education Act (NCLB); the Department of Housing and Urban 
> Development?s ?Neighborhood Networks? program; and other federal 
> funding through the U.S. Departments of Labor and Health and Human 
> Services; state funds; local public funds; private foundation 
> grants; business support; and charitable contributions.  Partners 
> may continue to seek grants individually but they try not to compete 
> with one another.  Partnerships can obtain funds unavailable to them 
> as individual organizations.
> 
> An example of a community-based literacy program that pools their 
> funds is the Cedar Riverside Adult Education Collaborative in 
> Minneapolis.  It combines funds from the state (client contact hours)
> , local funders, and private foundation grants into a fund for adult 
> education services for an East African refugee neighbhorhood.
> 
> Sharing a fiscal agent is another way that some community 
> partnerships leverage funds.
> 
> ? How do providers sustain partnerships over the long haul?
> Providers are able to sustain partnerships by keeping their focus 
> clearly on community needs, adapting to changing workforce demands,
>  and shifting funding sources as necessary. An example is Project 
> ACHIEVE, a partnership between Jefferson County Public Schools Adult 
> and Continuing Education and the Metro Louisville Community Action 
> Partnership (CAP) in Louisville, KY that has been serving adults on 
> public assistance since 1989.
> 
> ? How do community-based literacy efforts survive transitions in leadership?
> The leadership of the community partnerships we studied usually 
> consisted of a visionary, dynamic leader and in some cases an 
> advisory board.  One of the questions we asked during our site 
> visits was what would happen to the work of the partnership if the 
> leader(s) left the position.  One advisory board felt that the 
> community would sustain the partnership, regardless of the leader, 
> that any of the advisory member could assume the leadership role 
> because it is a shared effort, everyone is equally responsible. 
> Further, they said the strong coordination among the partners is 
> what makes it a sustainable effort.  However, not all partnerships 
> agreed; surviving the transition of a strong leader is one of the 
> big challenges partnerships face.
> 
> ? How do community literacy coalitions or partnerships assure the 
> quality of instruction? Is this an issue?  If so, what are some ways 
> quality gets addressed?
> 
> They develop curriculum jointly and share professional development 
> based on the needs of the community they serve. Providers are able 
> to expand the formal and informal professional development 
> opportunities available to their staff by sharing expertise and 
> instructional materials.
> 
> For example, Nine Star Enterprises, a private, nonprofit 
> organization that provides comprehensive adult education services 
> partners with Cook Inlet Tribal Council (CITC), a nonprofit arm of 
> one of the thirteen Native Alaskan Corporations that serve Native 
> Alaskans and Pacific Islander communities throughout the state. CITC 
> provides a range of services, including adult education, work-
> readiness training, and social services. Nine Star and CITC began a 
> partnership to help clients take greater advantage of these 
> services. Nine Star and CITC also share professional development. 
> CITC staff help train Nine Star instructors on cultural issues, and 
> CITC staff can attend any of Nine Star?s professional development 
> programs.
> 
> ?  What steps can we take to ensure that adult learners and other 
> residents in the learners' communities are providing leadership to 
> community literacy initiatives?
> 
> Some of the community-based literacy efforts we studied included 
> current and past adult learners on program and partnership advisory 
> groups.  They also involve them in community instructional 
> activities.  In Holyoke, MA, the Juntos partnership hosts an annual 
> Learner-Teacher Day to bring learners, instructors, and 
> administrators from all six partners together with community 
> representatives, such as the mayor and superintendent of schools, to 
> discuss community issues. Adult learners along with their 
> instructors are involved in planning and carrying out all the 
> activities during the event.
> 
> ? What are some good examples of community literacy coalitions?
> The twelve partnerships the C-PAL project studied, plus six we 
> didn?t have funding to study as comprehensively are good examples. 
>  I?ve cut and pasted brief descriptions of each of the twelve plus 
> their links, in case anyone would like to learn more about them.
> 
> Nine Star Enterprises, Anchorage, Alaska. Nine Star is a private,
>  nonprofit corporation that provides comprehensive adult education 
> services over a vast geographic area in collaboration with a variety 
> of partners. http://www.c-pal.net/profiles/alaska.html
> 
> The Workforce Alliance for Growth in the Economy (WAGE), El Dorado 
> (Union County), Arkansas. WAGE provides employment-related education 
> to adult learners and upgrades the skills of incumbent workers 
> through partnerships with business and many community agencies and 
> organizations. http://www.c-pal.net/profiles/arkansas.html
> 
> READ/San Diego, San Diego, California. READ is a library-based 
> volunteer program that provides literacy services, primarily through 
> tutoring, across San Diego city and county in collaboration with a 
> host of community partners. http://www.c-pal.net/profiles/california.html
> 
> The Palm Beach County Literacy Coalition, Palm Beach County, 
> Florida. The Coalition promotes literacy services, coordinates 
> activities, and operates a literacy hotline with the help of many 
> partners across the county. Darlene has provided additional 
> information on the Coalition in her postings. http://www.c-
pal.net/profiles/florida.html
> 
> The Houston County Certified Literate Community Program (CLCP),
>  Houston County, Georgia. The CLCP coordinates, promotes, and 
> advocates for adult literacy services in this rural county by 
> working with partners from nearly every sector of the community. 
> http://www.c-pal.net/profiles/georgia.html
> 
> The North Idaho College Adult Education Center, Coeur d?Alene, 
> Idaho. The Center is responsible for adult education services for 
> five rural counties and forms the hub of wide-ranging partnerships 
> supporting adult education, workforce development, and family 
> literacy programs. http://www.c-pal.net/profiles/idaho.html
> 
> Jefferson County Public Schools Adult and Continuing Education 
> (JCPSAE), Louisville, Kentucky. JCPSAE is at the heart of a many-
> layered partnership with business, higher education, and other 
> community organizations and agencies in Jefferson County. 
> http://www.c-pal.net/profiles/kentucky.html
> 
> Juntos, Holyoke, Massachusetts. Juntos is a six-member partnership 
> that provides adult basic education, adult secondary education,
>  English literacy instruction, college transition, computer and 
> family literacy, and vocational training and job search services to 
> local adults. http://www.c-pal.net/profiles/massachusetts.html
> 
> Cedar Riverside Adult Education Collaborative_Partnership, 
> Minneapolis, Minnesota. This partnership provides English language 
> instruction, family literacy services, and other support services to 
> a community of East African (mainly Somali) immigrants in a public 
> housing facility. http://www.c-pal.net/profiles/minnesota.html
> 
> The Decker Family Development Center, Barberton, Ohio.  Decker was a 
> three-way partnership among a hospital, a university, and a public 
> school system providing comprehensive literacy and support services 
> to a high-poverty community. The Decker Center closed its doors in 
> 2004 after a valiant effort to secure sufficient funding. 
> http://www.c-pal.net/profiles/ohio.html
> 
> The Donald H. Londer Center for Learning, Portland, Oregon. The 
> Londer Center, part of the Department of Community Justice (DCJ),
>  provides literacy and other services to prepare ex-inmates for 
> successful reintegration into their communities by working with 
> other DCJ programs and community agencies and organizations. Carole 
> Scholl provided an update on Londer in her posting. http://www.c-
pal.net/profiles/oregon.html
> 
> The Midlands Literacy Initiative (MLI ) (now the Education, Jobs & 
> Life Skills Community Council of the United Way of the Midlands),
>  Richland, Fairfield, Lexington, and Newberry Counties, South 
> Carolina. The MLI is a coalition that works closely with business to 
> design and provide workforce literacy programs and with other 
> partners to provide literacy services to adults and families in this 
> four-county area. http://www.c-pal.net/profiles/southcarolina.html
> 
> The six partnerships described in mini-profiles include:
> 
> Tucson, Arizona 
> Pima College Adult Education and its partners serve more than 7,000 
> adult learners yearly, providing comprehensive adult and family 
> literacy services in a variety of sites across Pima County. 
> http://www.c-pal.net/profiles/mini/pima.html
> 
> Indianapolis, Indiana
> Goodwill Industries of Central Indiana and its partners provide 
> comprehensive education and job training services to adult learners 
> and youth across central Indiana. http://www.c-
pal.net/profiles/mini/goodwill.html
> 
> Greensboro, North Carolina
> The Greensboro Public Library and its partners formed Community of 
> Readers, a literacy coalition, to provide literacy services, career 
> counseling, and computer instruction to adult learners and to raise 
> community awareness of literacy issues and needs. http://www.c-
pal.net/profiles/mini/greensboro.html
> 
> Durham, North Carolina
> The Literacy Center is a community-based volunteer organization that 
> provides literacy services to adults, families, and children in 
> partnership with other community organizations and in a variety of 
> sites across the city. http://www.c-pal.net/profiles/mini/durham.html
> 
> Pittsburgh, Pennsylvania
> The Greater Pittsburgh Literacy Council provides literacy services 
> to adults and families by working with a broad cross-section of 
> community partners. http://www.c-pal.net/profiles/mini/gplc.html
> 
> Austin, Texas
> The Skillpoint Alliance is a non-profit organization uniting 
> industry, education, and the community to provide education, 
> workplace literacy and preparation, computer instruction, and 
> customized industry-based training to the emerging, transitional,
>  and incumbent workforce in central Texas. http://www.c-
pal.net/profiles/mini/skillpoint.html
> 
> On Wednesday, June 27, 2007 8:02 AM, David J. Rosen 
> <djrosen at comcast.net> wrote:
> >
> >
> >Community Literacy Discussion Colleagues,
> >
> >
> >Welcome to those who have joined the discussion in progress.
> >The message below (in blue) tells you where you can see the
> >archived messages so you can quickly catch up.
> >
> >
> >Our continued question for Wednesday is:??How are Community
> >Literacy Coalitions Developed and Sustained?
> >
> >
> >This is a big question with a lot of parts. I would like our
> >guests -- and others with experience -- to continue to address
> >as many of these specific questions today as possible. Many
> >subscribers who posted these questions are eager for concrete
> >help in addressing them.
> >
> >
> >? How do providers approach potential partners (other
> >providers, businesses, social services, local government)?
> >
> >
> >? How do local partnerships generate the financial support they
> >need to meet the literacy needs of their communities?
> >
> >
> >? What resources are needed for effective community literacy
> >collaboration?
> >
> >
> >? How do providers sustain partnerships over the long haul?
> >
> >
> >? How do community-based literacy efforts survive transitions
> >in leadership?
> >
> >
> >? What are some good examples of community literacy coalitions?
> >
> >
> >? What are some incentives and strategies for strengthening
> >community literacy?
> >
> >
> >? How do community literacy coalitions or partnerships assure
> >the quality of instruction? Is this an issue?? If so, what are
> >some ways quality gets addressed?
> >
> >
> >? Are there performance measures for community literacy? If so
> >what are they?
> >
> >
> >?? How can we learn from the?experiences of other countries,
> >particularly those that have?built successful literacy
> >movements?
> >
> >
> >???What steps can we take to ensure that adult learners
> >and?other residents?in the learners' communities are?providing
> >leadership to community literacy initiatives?
> >
> >
> >?As we will be discussing many things, please be careful that
> >the Subject line of your posting reflects the actual content of
> >your message. Please include your name (and other information
> >if you wish) at the end of your posting.? Send your posts to
> >specialtopics at nifl.gov
> >
> >
> > David J. Rosen
> >Special Topics Discussion Moderator
> >djrosen at comcast.net
> >
> >
> >
> >
> >-----
> >From: "David J. Rosen" <djrosen at comcast.net>
> >Date: June 24, 2007 7:29:30 PM EDT
> >To: specialtopics at nifl.gov
> >Subject: Community Literacy Discussion Begins
> >
> >
> >Dear Community Literacy Discussion Colleague,
> >
> >
> >On Monday?we begin a discussion of adult and family community
> >literacy. First I would like to thank our guests: Margaret
> >Doughty, Carl?Guerriere, Petrice Sams- Abiodun, Darlene
> >Kostrub, Jeff Carter,?and Kathy Chernus. You can learn more
> >about them by going to?http://tinyurl.com/23nvye )
> >
> >
> >Here's how the National Institute for Literacy Special Topics
> >discussion list works:
> >
> >
> >? A discussion opens and a few days later it closes.? Between
> >discussions there are usually no messages posted until the next
> >discussion is ready to begin.
> >
> >
> >? A discussion is carried on by e-mail. As a subscriber all of
> >the messages will be sent to your e-mail.? These might include
> >information, questions, replies to questions, comments and
> >expansions, further explanations, requests for more detail,
> >comments on other perspectives, and more. Sometimes a
> >discussion with guests consists of just questions to the guests
> >and their answers, but I will try to encourage real discussion,
> >especially since we have other experts in community literacy
> >among our participants.??
> >
> >
> >? You will probably get a lot of e-mail from the Special Topics
> >discussion list each day for the next five days!? You might
> >decide to skim the messages, read through the ones that
> >especially interest you, and save the rest to read later. Every message is 
also archived at?
> >http://www.nifl.gov/pipermail/specialtopics/2007/date.html??
> >
> >
> >? You can get all the day's postings in one message each day,
> >in "digest format".? To find out how you can set your subscription to do 
that, go to
> >http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
> >
> >
> >? When you want to send a message, email it to
> >specialtopics at nifl.gov and it will go out to everyone who has
> >subscribed. Please check before you send it that the Subject
> >line of the message is correct for your message, that is, if
> >your message is a continuation of a discussion strand, leave it
> >as is; however, if you are introducing a new topic or strand,
> >then give it a Subject title that concisely and accurately
> >reflects the new content area of your message.
> >
> >
> >We have several hundred people who are subscribed for this
> >discussion, so we won't do introductions of participants. The
> >bios at?http://tinyurl.com/23nvye are your introductions to our
> >guests.? We have a lot of questions to discuss this week -- and
> >you may want to post more questions -- so we'll get started now
> >with the questions below to our quests.
> >
> >
> >We'll begin by discussing what Community Literacy is.? There
> >will be many variations on the definition, of course, and?
> >definitions in this discussion will focus on adult and family
> >community literacy, not just schools reaching out to engage
> >parents in the literacy of their children.
> >
> >
> >I would like to ask our guests to address the following
> >question from their experience, from research,? and/or from
> >their professional wisdom:
> >
> >
> >What is Community Literacy?
> >?
> >? What does community adult and family literacy mean?
> >?
> >? What are the purposes and goals of community literacy?
> >?
> >? Why is community literacy important?
> >?
> >? Typically, who are the key community literacy stake holders?
> >
> >
> >On Tuesday we will go on to this question:??How are Community
> >Literacy Coalitions Developed and Sustained?
> >I?will also post subscribers' messages from Monday with their
> >thoughts about what community literacy is.?
> >
> >
> >David J. Rosen
> >Special Topics Discussion Moderator
> >djrosen at comcast.net
> >
> >
> >
> >
> >
> >
> >
> >
> >-------------------------------
> >National Institute for Literacy
> >Special Topics mailing list
> >SpecialTopics at nifl.gov
> >To unsubscribe or change your subscription settings, please go
> >to http://www.nifl.gov/mailman/listinfo/SpecialTopics
> >Email delivered to kchernus at mprinc.com
> >
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to bhofmeyer at niesc.k12.in.us

--
Open WebMail Project (http://openwebmail.org)

From KBellerive at greaterhomewood.org  Fri Jun 29 09:51:50 2007
From: KBellerive at greaterhomewood.org (Kim Bellerive)
Date: Fri, 29 Jun 2007 09:51:50 -0400
Subject: [SpecialTopics 404]  (no subject)
Message-ID: <A194D5548F99754AA12B9823C790853DA32C34@MAIN.greaterhomewood.local>

6. How can literacy organizations work together to make literacy a top
community priority?

 

One of the single best things that can be done is to raise awareness of
local and state politicians on how literacy skills impact the community.
Last summer, representatives from literacy programs of varying sizes
including Greater Homewood, English language programs, area employers,
and JOTF (The Job Opportunities Task Force, a local non profit)
presented research findings and testimony from employees, adult literacy
learners, and English language learners. In an already tight budget
situation, the odds that we will actually receive any funding from the
city of Baltimore are pretty slim. At the very least, the city council
(one of whom is now the mayor) gained awareness of just how serious the
illiteracy problem is in this city and what impact it has on health,
public safety, children, and the city's economic development.  

 

Kim Bellerive

Assistant Director 

Adult Literacy and ESOL Program

Greater Homewood Community Corporation

3501 N. Charles Street

Baltimore, MD 21218 

Phone 410-261-3524

Fax 410-261-3506

www.greaterhomewood.org

 

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From GingerP at coj.net  Fri Jun 29 09:50:31 2007
From: GingerP at coj.net (Preston, Ginger)
Date: Fri, 29 Jun 2007 09:50:31 -0400
Subject: [SpecialTopics 405] Re: Branding
In-Reply-To: <c46.177a80e2.33b634ee@aol.com>
References: <c46.177a80e2.33b634ee@aol.com>
Message-ID: <76416C1B67DDCD499C088390EB124F1DEA7F0A@EVS2.coj.net>

Our tagline is very simple - RALLY!Jacksonville then underneath it says
Leading with reading!

One of the secrets for us was using a graphic design agency - they kept
us true to the branding in everything we do - same color palette is
always used and generally the same format.

Ginger 

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of DSKostrub at aol.com
Sent: Friday, June 29, 2007 6:12 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 400] Branding

 

I have a specific question for any community literacy groups engaged in
this discussion.  We are seeking to work on the "branding" issue during
the coming year.  One of the things we want to do is to capture in a
tagline the essence of who we are and what we do.

 

Could any of you share your tagline?

 

For instance, a neighboring coalition has a tagline something like,
"Learn More, Earn More, Be More...."

 

 

Thanks for your help!

 

Darlene Kostrub

Palm Beach County Literacy Coalition

www.pbcliteracy.org

________________________________

See what's free at AOL.com
<http://www.aol.com?ncid=AOLAOF00020000000503> . 

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From mmoore at mtu.edu  Fri Jun 29 10:33:43 2007
From: mmoore at mtu.edu (Michael R. Moore)
Date: Fri, 29 Jun 2007 10:33:43 -0400 (EDT)
Subject: [SpecialTopics 406] Re: Defining Community Literacy
Message-ID: <59315.24.236.183.127.1183127623.squirrel@huskymail.mtu.edu>

Greetings --

I'm just back from Nicaragua -- late last night -- where I've been
researching the National Literacy Crusade (1979-80) in Managua, and
teaching English in Solentiname. The country is just now gearing up for
another major literacy initiative -- "Yo si puedo" (Yes I Can), which is
based on the Cuban model:
http://www.periodico26.cu/english/education/pedagogy020307.htm

I've not been able to read through all of this week's discussion archives
yet, but was particularly struck by the thread [SpecialTopics 339]
Defining Community Literacy. To summarize, I hope not out of context:

Janet -- "...access - to information, understandings of systems, decision
making and power."

Jeff -- "...people thinking about the role/impact of their literacy work
in their respective communities, and for communities to think about how
literacy impacts their community."

Carl -- "...the level of literacy in the community."

David -- "Some people are wondering, for example, how community literacy
might be different from family literacy."

I edit the Community Literacy Journal, where we've struggled with a
definition for some time now. Here's what we've got so far: ?... the
domain for literacy work that exists outside of mainstream educational and
work institutions. It can be found in programs devoted to adult education,
early childhood education, reading initiatives, lifelong learning,
workplace literacy, or work with marginalized populations, but it can also
be found in more informal, ad hoc projects."
http://communityliteracy.org/clj-mission

This doesn't address David's important observation about how community
literacy might be different from family literacy. We're publishing an
article by Kim Lenters (University of British Columbia) in 2008 --
"Programming Family Literacy: Tensions and Directions? -- that puts family
literacy into context from both academic and provider perspectives. I
think the article will be an important contribution to the conversation.

Back to catching up on the archives -- what a great discussion!

Best,

Michael

From dgeorge at cabell.lib.wv.us  Fri Jun 29 10:03:30 2007
From: dgeorge at cabell.lib.wv.us (Dee George)
Date: Fri, 29 Jun 2007 10:03:30 -0400
Subject: [SpecialTopics 407] Re: Branding
In-Reply-To: <76416C1B67DDCD499C088390EB124F1DEA7F0A@EVS2.coj.net>
Message-ID: <PKEKJCKOCECDOMGMJAKNKEPNCPAA.dgeorge@cabell.lib.wv.us>

Every branding has merit.  I like "Read to Succeed"

Dee
  -----Original Message-----
  From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Preston, Ginger
  Sent: Friday, June 29, 2007 9:51 AM
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 405] Re: Branding

  Our tagline is very simple - RALLY!Jacksonville then underneath it says
Leading with reading!

  One of the secrets for us was using a graphic design agency - they kept us
true to the branding in everything we do - same color palette is always used
and generally the same format.

  Ginger

----------------------------------------------------------------------------
--

  From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of DSKostrub at aol.com
  Sent: Friday, June 29, 2007 6:12 AM
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 400] Branding

  I have a specific question for any community literacy groups engaged in
this discussion.  We are seeking to work on the "branding" issue during the
coming year.  One of the things we want to do is to capture in a tagline the
essence of who we are and what we do.

  Could any of you share your tagline?

  For instance, a neighboring coalition has a tagline something like, "Learn
More, Earn More, Be More...."

  Thanks for your help!

  Darlene Kostrub

  Palm Beach County Literacy Coalition

  www.pbcliteracy.org

----------------------------------------------------------------------------
--

  See what's free at AOL.com.
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From djrosen at comcast.net  Fri Jun 29 10:46:17 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 29 Jun 2007 10:46:17 -0400
Subject: [SpecialTopics 408]  Measuring Community Literacy
References: <1183041511.4683c7e784c26@webmail.znet.net>
Message-ID: <F0967792-7165-4CEB-9026-4E6E4ABCBE95@comcast.net>

Community Literacy Colleagues,

Tom Sticht sent the following information which I think offers  
another way to assess community literacy outcomes.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

Begin forwarded message:

> From: tsticht at znet.com
> Date: June 28, 2007 10:38:31 AM EDT
> To: djrosen at comcast.net
> Subject: Measuring Community Literacy
>
> David: Colleagues and I assessed adult literacy levels in San Diego  
> using a
> telephone survey methodology. We used graduate students from San Diego
> State University to do the calling. Other cities could try the same  
> thing.
> With a university nearby it may be possible to get a professor who
> understands survey techniques to supervise some graduate students  
> or other
> volunteers to conduct the survey. We did it with no funding and then
> replicate the work a couple of years later. Both studies were  
> published in
> scientific journals with peer review, indicating that the  
> methodology is
> sound.  Following is an abstract from a 1996 Journal of Literacy  
> Research
> article that can be downloaded for free (see address online after the
> abstract). Other papers can be found by googling "Sticht assessing  
> adult
> literacy by telephone." Hope this is helpful. Tom Sticht
>
> Abstract
>
> Assessing adult literacy by telephone
>
> Recently, several industrialized nations have engaged in extensive and
> expensive assessments of adult literacy using door-to-door surveys and
> tests of "functional" reading. Following a review of research relating
> listening to reading, and a critique of the role of knowledge in  
> literacy,
> this research examined the use of simple checklists of author's names,
> magazine titles, famous people's names, and vocabulary words used  
> earlier
> by West, Stanovich & Miller (1993) to sample adult's declarative  
> knowledge
> by telephone. Analyses revealed strong relationships among checklist
> knowledge (r=.80) when assessed either by listening (telephone) or by
> reading (mail out surveys). A comparison of findings using the  
> telephone
> methodology with that of the recent U. S. Department  of Education's
> National Adult Literacy Survey (NALS) showed that all major  
> relationships
> of literacy to education, age, gender, occupation, income, ethnicity,
> father's and mother's education that have been found in the NALS  
> and other
> literacy surveys over the last 75 years were found with the telephone
> methodology. Given the much lower cost of telephone versus door-to- 
> door
> surveys (less than one sixth the cost), it is argued that the  
> assessment of
> adult literacy by telephone is a promising and cost-effective  
> methodological
> innovation that should be further developed as a means of monitoring
> national progress toward the achievement of greater levels of adult
> literacy, as well as other important aspects of adult knowledge
> development, such as acculturation for immigrants and technical  
> knowledge
> for vocational and professional education.
> http://www.nrconline.org/jlr/archive/v28/issue_28_4.html

From chagerty at co.union.oh.us  Fri Jun 29 11:11:07 2007
From: chagerty at co.union.oh.us (Cheryl Hagerty)
Date: Fri, 29 Jun 2007 11:11:07 -0400
Subject: [SpecialTopics 409] Re: Branding
Message-ID: <787F77C72666F14DA4C0E73796FF9C90027C616D@unionmail.co.union.oh.us>

Ours is Literacy United. . . Helping People be ABLE to Succeed   We are
closely aligned with the Adult Basic and Literacy Education programs
that provide the services in Union County

 

Cheryl Hagerty

 

 

 

 

  _____  

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of DSKostrub at aol.com
Sent: Friday, June 29, 2007 6:12 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 400] Branding

 

I have a specific question for any community literacy groups engaged in
this discussion.  We are seeking to work on the "branding" issue during
the coming year.  One of the things we want to do is to capture in a
tagline the essence of who we are and what we do.

 

Could any of you share your tagline?

 

For instance, a neighboring coalition has a tagline something like,
"Learn More, Earn More, Be More...."

 

 

Thanks for your help!

 

Darlene Kostrub

Palm Beach County Literacy Coalition

www.pbcliteracy.org

  _____  

See what's free at AOL.com
<http://www.aol.com?ncid=AOLAOF00020000000503> . 

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From comingjo at gse.harvard.edu  Fri Jun 29 11:47:16 2007
From: comingjo at gse.harvard.edu (John Comings)
Date: Fri, 29 Jun 2007 11:47:16 -0400
Subject: [SpecialTopics 410] Re: Measuring Community Literacy
In-Reply-To: <F0967792-7165-4CEB-9026-4E6E4ABCBE95@comcast.net>
References: <1183041511.4683c7e784c26@webmail.znet.net>
	<F0967792-7165-4CEB-9026-4E6E4ABCBE95@comcast.net>
Message-ID: <ECAABAE8FFDDEA27B49A7D31@JCommings.ad.edc.org>

As Tom points out, there are several ways to measure the literacy skill 
levels of people living in a community. The phone survey is inexpensive and 
probably provides sufficient information. The NALS/NAAL test is the most 
expensive approach but does have the value of an internationally accepted 
standard.  A community might be able to lower cost of a NALS/NAAL 
assessment by following Tom's example of finding a local academic and 
graduate students to collect and analyze the data. Some of the standard 
tests of reading components seem to correlate with the NALS/NAAL scores, as 
well, and they offer an easier, and probably less expensive way to assess 
literacy skills.

Any of these approaches could measure change over time, but a positive 
change could not be attributed to the community literacy program, unless 
the the skills of a similar community that did not implement a community 
literacy program were also assessed over the same time period. This is only 
one of several hurtles that would have to be overcome to reliably assess 
the impact of a community literacy program by measuring changes in literacy 
skills. I can think of ways in which a focused research project might look 
at impact in this way, but I can't think of a way for each community to 
measure impact literacy skills in a reliable way.

However, any community literacy program could set goals and then measure 
whether or not those goals were met. The goals could be changes in literacy 
skills and practices, changes in behaviors that are considered supportive 
of literacy development(reading to children for example), knowledge of 
reading development (the information in Partnership for Reading booklet for 
parents for example), knowledge and attitudes of community leaders, use of 
the library, etc. Most of these could be measured through phone interviews 
or easily collected data.  With multiple measures of change, any weakness 
in one measure (assessing skills, for example) would be countered by the 
breadth of measures.

If community literacy were to become a movement, with many communities 
around the country taking the same basic approach and employing the same 
assessment of change, a positive outcome would be compelling. This would 
have the added advantage of providing a common framework in which 
communities could learn from each other's experience.

John Comings, Director
National Center for the Study of Adult Learning and Literacy
Harvard Graduate School of Education
7 Appian Way
Cambridge MA 02138
(617) 496-0516, voice
(617) 495-4811, fax
(617) 335-9839, mobile
john_comings at harvard.edu
http://ncsall.gse.harvard.edu

From JURMO at ucc.edu  Fri Jun 29 12:31:54 2007
From: JURMO at ucc.edu (JURMO at ucc.edu)
Date: Fri, 29 Jun 2007 12:31:54 -0400
Subject: [SpecialTopics 411] Re: Fifth Day of Community Literacy Discussion
References: <03AC0F51-7AA8-4980-AD0A-AC1BA9D9A420@comcast.net>
Message-ID: <355865D6A500D84D960A0083B5FFF71F032A17DF@crexc02.campus.ucc.edu>

Before responding to today's questions (below), I'd like to say:

-- I think that we should be trying to build adult learning systems at program, community, state, and national levels.  (This "systems" approach has been cited by researchers and others going back at least a decade.  The argument is that, to avoid fragmented, disjointed collections of "programs," adult educators should work with other agencies to more effectively integrate services that community members.) 

-- These systems would provide opportunities and incentives for all adults to develop the basic skills they need to participate actively as workers, family members, and community members/citizens.  (EFF was/is a "systems reform initiative" that laid out many of the elements of such systems and a rationale for this systems-reform approach.) 

With that said, here are some responses to today's questions:

4. What is the relationship of community literacy to workforce  
literacy, workforce development, "healthy communities" initiatives  
and transition to higher education? . What indicators, for example, have communities developed around  
literacy in thinking about a healthy (or "sustainable") community?  

 Response:  A community adult learning/literacy system would be based on a plan which clarifies (a) the roles that adults play and the skills, knowledge, credentials, educational and career plans, and other "life tools" they need to play those roles effectively; (b) the populations which are challenged by a lack of those skills and other tools; (c) actions that various stakeholders (e.g., adult educators, workforce development programs, community organizations, employers, labor unions . . . ) can play to provide learning opportunities and incentives for those populations to develop the "life tools" they need, and (d) how to measure progress toward helping adults participate in work, family, and community/citizenship roles.   Planning for building such a community learning system could be done by task forces which focus on "work," "family," and "community/citizenship"-related learning.  Various stakeholder groups would be encouraged to participate in the task forces that are particularly relelvant to them.  

Note that "work," "family," and "community/citizenship" roles do overlap and each of those roles has a number of sub-roles imbedded in them.  ("Family" roles might include not just the familiar "helping one's children succeed academically" role, but "health literacy," "financial literacy," and other common adult caregiver responsibilities.)   

5. What is the role of technology in community literacy?

Response: In building community learning systems, we should recognize that adult learners develop skills, knowledge, etc. not just through formal program-based learning but through "self-study" (Steve Reder, Clare Strawn, and David Rosen have written about this.) and through "situated learning" (i.e., the day-to-day learning we all go through when applying our skills and knowledge to the real-world tasks we face in the multiple contexts we interact with every day).  We should be promoting the development of all three of these learning venues when developing community learning systems.  For example, healthcare institutions are already recognizing the need to improve the way they communicate with healthcare consumers, and many retailers understand the need to make their products and services more accessible to consumers who might not be fluent in English.  Some companies have adopted a "learning organization" approach and built learning, critical reflection, team planning, etc. into their day-to-day operations. 

Educational technologies are also a key way to not only help learners get in more practice when they are at their program but when they are at home, workplace, or other non-program setting.  Learners can not only develop their basic skills, but build their comfort with computers and other technologies and get access to technical information and other tools they need for work, family, and community/citizen roles. 

6. How can literacy organizations work together to make literacy a  
top community priority?  

Response:  Several people on this discussion have described forming coalitions/consortia, etc. to do the above-described planning, share best practices, secure resources (financial and in-kind), avoid unproductive redundancies and turf, broaden the meaningful involvement of stakeholders, and raise awareness of the general public and specific stakeholder groups.  Such coalitions are a lot of work, though, and require forward-thinking, creative leadership and professional staff who have the time, authority, and resources to do this important work. 

As other discussants mentioned, building these kinds of coalitions is not new.  B. Dalton Bookseller, the Gannett Foundation, and other organizations funded such groups (in cities and at the state level) back in the 1980s.  Some states have encouraged or required local groups to form consortia and Workforce Investment Board literacy committees to do local planning and/or to manage public adult literacy funding.  These local groups have varied in their quality.  A number of reports -- including those referred to earlier this week -- have identified guidelines for such groups.JavaScript:SetCmd(cmdSend);

Paul Jurmo
Dean, Economic Development and Continuing Education
Union County College
Elizabeth, New Jersey
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From Rwrightparker at ci.escondido.ca.us  Fri Jun 29 13:15:13 2007
From: Rwrightparker at ci.escondido.ca.us (Robin Wright Parker)
Date: Fri, 29 Jun 2007 10:15:13 -0700
Subject: [SpecialTopics 412] Re: Branding
In-Reply-To: <c46.177a80e2.33b634ee@aol.com>
References: <c46.177a80e2.33b634ee@aol.com>
Message-ID: <4684DBB1.D065.00A7.0@ci.escondido.ca.us>

Our is "Literacy Spans a Lifetime"
 
Robin Parker
*******************************
Robin R. Wright Parker
Families For Literacy Coordinator 
Escondido Public Library
Phone: 760-839-4272
rwrightparker at ci.escondido.ca.us

>>> 

From: <DSKostrub at aol.com>
To:<specialtopics at nifl.gov>
Date: 6/29/2007 6:06 AM
Subject: [SpecialTopics 400]  Branding
I have a specific question for any community literacy groups engaged in this discussion.  We are seeking to work on the "branding" issue during the coming year.  One of the things we want to do is to capture in a tagline the essence of who we are and what we do.
 
Could any of you share your tagline?
 
For instance, a neighboring coalition has a tagline something like, "Learn More, Earn More, Be More...."
 
 
Thanks for your help!
 
Darlene Kostrub
Palm Beach County Literacy Coalition
www.pbcliteracy.org ( http://www.pbcliteracy.org/ )

See what's free at AOL.com ( http://www.aol.com/?ncid=AOLAOF00020000000503 ). 

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From Kate.Diggins at slc.k12.ut.us  Fri Jun 29 13:13:30 2007
From: Kate.Diggins at slc.k12.ut.us (Kate Diggins)
Date: Fri, 29 Jun 2007 11:13:30 -0600
Subject: [SpecialTopics 413] Re: Branding
Message-ID: <4684E95B020000520000E307@slc.k12.ut.us>

Ours is "Learning, Literacy, Living".

Kate Diggins
Director of Adult Education
Guadalupe Schools
(801) 531-6100 (x-1107)
>>> <DSKostrub at aol.com> 06/29/07 4:11 AM >>>
I have a specific question for any community literacy groups engaged in this 
discussion.  We are seeking to work on the "branding" issue during the coming 
year.  One of the things we want to do is to capture in a tagline the essence 
of who we are and what we do.
 
Could any of you share your tagline?
 
For instance, a neighboring coalition has a tagline something like, "Learn 
More, Earn More, Be More...."
 
 
Thanks for your help!
 
Darlene Kostrub
Palm Beach County Literacy Coalition
_www.pbcliteracy.org_ (http://www.pbcliteracy.org) 

************************************** See what's free at http://www.aol.com.

From jengel at communityaction.com  Fri Jun 29 13:19:56 2007
From: jengel at communityaction.com (Jon Engel)
Date: Fri, 29 Jun 2007 12:19:56 -0500
Subject: [SpecialTopics 414] Re: What would be required to measure Community
	Literacy Impact?
In-Reply-To: <C2A92BBF.18CD5%Janet_Isserlis@brown.edu>
References: <8C1BB59D-CA43-42DC-A4B1-90E15855A6CA@comcast.net>
	<C2A92BBF.18CD5%Janet_Isserlis@brown.edu>
Message-ID: <000801c7ba71$b7314a00$a800000a@cainc.local>

Good Afternoon,

Measuring literacy levels across communities is indeed difficult.  I know of
no other resources other than thee census and NALS/NAAL.  However, Austin
and Central Texas has a really great project that I wonder if other
communities might have.

It is called the Central Texas Sustainability Indicators Project, and it
releases a data report every other year.  The report has developed
"sustainability indicators" across several domains such as public safety,
education and children, social equity, civic engagement, economy, health,
environment, and land use and mobility.  The report utilizes hard data
sources and a locally designed phone survey. 

The 2006 reported that 30% of the population reported that they felt limited
"a great deal" by their lack of English proficiency in their day to day
activities.  The report stated that the trend was "worsening" and that the
community needed to "take action".

You should be able to see the report at www.centex-indicators.org

Jon Engel
 

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Janet Isserlis
Sent: Thursday, June 28, 2007 8:11 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 394] Re: What would be required to measure Community
Literacy Impact?

David and all,

Interesting question.  Without rehashing the complex arguments and elements
of the 'validity' of the NALS or NAAL, I'm wondering if folks working in,
say, health or community development/housing - have formal or informal
measures of the literacy strengths of their constituents.

In other words, does the fact that service providers/community workers might
proactively utilize plain language (because plain language, like universal
design, is just good for everyone),  multiple languages (brochures, posters,
etc) and otherwise might be thinking about literacy and communication issues
-- does all of this indicate a sense of communities' literacy abilities  AND
a sense of the critical need to be mindful of literacy/communication across
service provision areas?

I realize this is not gold standard science, but I am curious to see if
there has been any shift in communication by service providers.  As well,
how does literacy happen all the time away from literacy provision?  (Think
New Literacy Studies - Hamilton, Barton; think  (Arlene) Hannah Fingeret's
social networks, think community literacy itself.

Community literacy maybe encompasses communities' strengths and abilities so
that communities themselves have access, options, and (?) degrees of power?

This, of course, is difficult to measure.

Janet Isserlis

> From: "David J. Rosen" <djrosen at comcast.net>
> Reply-To: <specialtopics at nifl.gov>
> Date: Thu, 28 Jun 2007 07:48:23 -0400
> To: <specialtopics at nifl.gov>
> Subject: [SpecialTopics 393] What would be required to measure Community
> Literacy Impact?
> 
> Community Literacy Colleagues,
> 
> Since we are looking at outcomes and impact of community literacy
> today, let's consider what a city would need to measure the impact of
> a major citywide community literacy effort.  One important measure
> might be the literacy level of city residents.  At present, the only
> ways I am aware of to measure that for adults are:
> 
> 1) Census data,  and
> 2) The NALS or NAAL
> 
> The census, however,  measures the years of school completed, not the
> adult literacy level. The NALS, NAAL, and the next national
> assessment, each measure a scientific sample of adults, but so far
> this assessment has not been conducted in cities, only in a handful
> states, and it is costly -- several hundred thousand dollars, I
> believe.  Are there other adult literacy assessments that we should
> be aware of that measure a random sample residents -- not just those
> enrolled in programs? Are there plans for a new -- or modified
> assessment -- a new urban NAAL, for example -- that could meet this
> need?
> 
> David J. Rosen
> Special Topics Discussion Leader
> djrosen at comcast.net
> 
> 
> David J. Rosen
> djrosen at comcast.net
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to janet_isserlis at brown.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to jengel at communityaction.com

From Jayne.Hunter at nscc.ca  Fri Jun 29 14:02:44 2007
From: Jayne.Hunter at nscc.ca (Hunter,Jayne)
Date: Fri, 29 Jun 2007 15:02:44 -0300
Subject: [SpecialTopics 415] Re: Branding
In-Reply-To: <c46.177a80e2.33b634ee@aol.com>
References: <c46.177a80e2.33b634ee@aol.com>
Message-ID: <DAFF7B67A0736949B11CA7C17BCE6BC509E051DF@nsccexm5.NSCC.CA>

I like the tagline of the community-based adult learning association in
Colchester County, Nova Scotia, Canada.

"Bringing Learning to Life"

 

Jayne Hunter

Literacy Nova Scotia

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of DSKostrub at aol.com
Sent: Friday, June 29, 2007 7:12 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 400] Branding

 

I have a specific question for any community literacy groups engaged in
this discussion.  We are seeking to work on the "branding" issue during
the coming year.  One of the things we want to do is to capture in a
tagline the essence of who we are and what we do.

 

Could any of you share your tagline?

 

For instance, a neighboring coalition has a tagline something like,
"Learn More, Earn More, Be More...."

 

 

Thanks for your help!

 

Darlene Kostrub

Palm Beach County Literacy Coalition

www.pbcliteracy.org

________________________________

See what's free at AOL.com
<http://www.aol.com?ncid=AOLAOF00020000000503> . 

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From jengel at communityaction.com  Fri Jun 29 16:34:17 2007
From: jengel at communityaction.com (Jon Engel)
Date: Fri, 29 Jun 2007 15:34:17 -0500
Subject: [SpecialTopics 416] Re: Day Three: Developing and
	SustainingCommunity Literacy Coalitions
In-Reply-To: <20070629131307.M97558@niesc.k12.in.us>
References: <1118410867kchernus@mprinc.com>
	<20070629131307.M97558@niesc.k12.in.us>
Message-ID: <004101c7ba8c$e13122b0$a800000a@cainc.local>

Hello Everyone,

Margaret has mentioned the importance for literacy coalitions and other
community literacy initiatives to have some type of institutional partner
and Kathy has rightly highlighted the difficulty that adult education
practitioners have in approaching and communicating with business.  The
Literacy Coalition of Central Texas is a relatively young community literacy
initiative that has received a tremendous amount of leadership, financial
support, and expertise from the region's leading newspaper, the Austin
American Statesman, whose role in the development of the coalition has been
nothing short of catalytic. I know that the Los Angeles Times plays a
similar role in the Literacy Network of Greater Los Angeles.  Newspapers and
literacy coalitions are natural allies for obvious reasons.  The strong
partnership with the Austin American Statesman has been invaluable to our
coalition's development and has opened other doors for the literacy
coalition in the business community.  Perhaps this is a partnership than can
be replicated in other communities as well.

Jon Engel
Board Chair
Literacy Coalition of Central Texas

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of bhofmeyer
Sent: Friday, June 29, 2007 8:14 AM
To: Kathy Chernus; specialtopics at nifl.gov; specialtopics at nifl.gov; David J.
Rosen; specialtopics-bounces at nifl.gov
Subject: [SpecialTopics 403] Re: Day Three: Developing and
SustainingCommunity Literacy Coalitions

Kathy,
You mentioned selecting the right partners. Can you elaborate?
Barbara Hofmeyer

On 28 Jun 2007 16:55:17 -0400, Kathy Chernus wrote
> Hi David and everyone, I've inserted my comments below some of the 
> questions you posed.  Out-of-town so apologize for the delay in 
> responding.  Kathy
> 
> . How do providers approach potential partners (other providers, 
> businesses, social services, local government)?
> 
> One of the biggest challenges of the providers we worked with is not 
> knowing how to approach businesses.  Most of the providers in the 
> partnerships we studied wanted guidance on how to approach 
> businesses.  We're in the process of developing a guide for 
> businesses that may have an interest in becoming involved in 
> community-based literacy with help from a group of businesses that 
> have a history of supporting adult and family literacy. The group 
> confirmed that adult education programs don't know how to approach 
> them.  Here are some of the benefits they've experienced from 
> partnering with adult and family literacy partners that could be 
> used to approach prospective employer-partners:
> 
> ? Employers can see an increased employee retention rate, as well as 
> other positive effects on the bottom line, as a result of on-site 
> training and education. In addition, educated employees provide 
> fewer problems for managers (I'll check with Johns Hopkins Hospital 
> and Health System to see if we have permission to share their data 
> with the listserv. I understand that CVS has data as well). ? 
> Partnerships with adult education providers help businesses get a 
> better understanding of the types of skills enhancement their 
> workers need. In the past, they had difficulty articulating or 
> addressing the discrete skills required for employees to do their 
> jobs successfully. Through partnering, they can tailor adult 
> education services for workforce. ? The National Association of 
> Manufacturer's Improving Workplace Opportunities for Limited English 
> Speaking Workers report found that the entire company benefits from 
> ELL instruction, not just the employees who receive training. The 
> report is available at http://www.nam.org/s_nam/sec.asp?
CID=201493&DID=229873
> ? Many companies find that partnering is good for sales and 
> marketing, in terms of enhancing the customer base and getting the 
> company's name out in the community. ? Partnering can also improve a 
> company's perception in the community by associating the company's 
> name with a positive cause. ? Partnerships with larger programs or 
> businesses can strengthen small and emerging adult education programs.
> 
> Another related issue is the importance of selecting the right 
> partners (happy to share what we learned at a later time, if 
> anyone's interested).
> 
> . How do local partnerships generate the financial support they need 
> to meet the literacy needs of their communities?
> 
> They pool their funds, apply jointly for grants, and collaborate on 
> fund-raising events. They take advantage of their links to different 
> funding sources and leverage these to obtain other dollars.  The 
> types of funds leveraged include: Workforce Investment Act of 1998 
> (WIA) Title II (the Adult Education and Family Litearcy Act);  WIA 
> Titles I, III, and IV; TANF funds; the Elementary and Secondary 
> Education Act (NCLB); the Department of Housing and Urban 
> Development's "Neighborhood Networks" program; and other federal 
> funding through the U.S. Departments of Labor and Health and Human 
> Services; state funds; local public funds; private foundation 
> grants; business support; and charitable contributions.  Partners 
> may continue to seek grants individually but they try not to compete 
> with one another.  Partnerships can obtain funds unavailable to them 
> as individual organizations.
> 
> An example of a community-based literacy program that pools their 
> funds is the Cedar Riverside Adult Education Collaborative in 
> Minneapolis.  It combines funds from the state (client contact hours)
> , local funders, and private foundation grants into a fund for adult 
> education services for an East African refugee neighbhorhood.
> 
> Sharing a fiscal agent is another way that some community 
> partnerships leverage funds.
> 
> . How do providers sustain partnerships over the long haul?
> Providers are able to sustain partnerships by keeping their focus 
> clearly on community needs, adapting to changing workforce demands,
>  and shifting funding sources as necessary. An example is Project 
> ACHIEVE, a partnership between Jefferson County Public Schools Adult 
> and Continuing Education and the Metro Louisville Community Action 
> Partnership (CAP) in Louisville, KY that has been serving adults on 
> public assistance since 1989.
> 
> . How do community-based literacy efforts survive transitions in
leadership?
> The leadership of the community partnerships we studied usually 
> consisted of a visionary, dynamic leader and in some cases an 
> advisory board.  One of the questions we asked during our site 
> visits was what would happen to the work of the partnership if the 
> leader(s) left the position.  One advisory board felt that the 
> community would sustain the partnership, regardless of the leader, 
> that any of the advisory member could assume the leadership role 
> because it is a shared effort, everyone is equally responsible. 
> Further, they said the strong coordination among the partners is 
> what makes it a sustainable effort.  However, not all partnerships 
> agreed; surviving the transition of a strong leader is one of the 
> big challenges partnerships face.
> 
> . How do community literacy coalitions or partnerships assure the 
> quality of instruction? Is this an issue?  If so, what are some ways 
> quality gets addressed?
> 
> They develop curriculum jointly and share professional development 
> based on the needs of the community they serve. Providers are able 
> to expand the formal and informal professional development 
> opportunities available to their staff by sharing expertise and 
> instructional materials.
> 
> For example, Nine Star Enterprises, a private, nonprofit 
> organization that provides comprehensive adult education services 
> partners with Cook Inlet Tribal Council (CITC), a nonprofit arm of 
> one of the thirteen Native Alaskan Corporations that serve Native 
> Alaskans and Pacific Islander communities throughout the state. CITC 
> provides a range of services, including adult education, work-
> readiness training, and social services. Nine Star and CITC began a 
> partnership to help clients take greater advantage of these 
> services. Nine Star and CITC also share professional development. 
> CITC staff help train Nine Star instructors on cultural issues, and 
> CITC staff can attend any of Nine Star's professional development 
> programs.
> 
> .  What steps can we take to ensure that adult learners and other 
> residents in the learners' communities are providing leadership to 
> community literacy initiatives?
> 
> Some of the community-based literacy efforts we studied included 
> current and past adult learners on program and partnership advisory 
> groups.  They also involve them in community instructional 
> activities.  In Holyoke, MA, the Juntos partnership hosts an annual 
> Learner-Teacher Day to bring learners, instructors, and 
> administrators from all six partners together with community 
> representatives, such as the mayor and superintendent of schools, to 
> discuss community issues. Adult learners along with their 
> instructors are involved in planning and carrying out all the 
> activities during the event.
> 
> . What are some good examples of community literacy coalitions?
> The twelve partnerships the C-PAL project studied, plus six we 
> didn't have funding to study as comprehensively are good examples. 
>  I've cut and pasted brief descriptions of each of the twelve plus 
> their links, in case anyone would like to learn more about them.
> 
> Nine Star Enterprises, Anchorage, Alaska. Nine Star is a private,
>  nonprofit corporation that provides comprehensive adult education 
> services over a vast geographic area in collaboration with a variety 
> of partners. http://www.c-pal.net/profiles/alaska.html
> 
> The Workforce Alliance for Growth in the Economy (WAGE), El Dorado 
> (Union County), Arkansas. WAGE provides employment-related education 
> to adult learners and upgrades the skills of incumbent workers 
> through partnerships with business and many community agencies and 
> organizations. http://www.c-pal.net/profiles/arkansas.html
> 
> READ/San Diego, San Diego, California. READ is a library-based 
> volunteer program that provides literacy services, primarily through 
> tutoring, across San Diego city and county in collaboration with a 
> host of community partners. http://www.c-pal.net/profiles/california.html
> 
> The Palm Beach County Literacy Coalition, Palm Beach County, 
> Florida. The Coalition promotes literacy services, coordinates 
> activities, and operates a literacy hotline with the help of many 
> partners across the county. Darlene has provided additional 
> information on the Coalition in her postings. http://www.c-
pal.net/profiles/florida.html
> 
> The Houston County Certified Literate Community Program (CLCP),
>  Houston County, Georgia. The CLCP coordinates, promotes, and 
> advocates for adult literacy services in this rural county by 
> working with partners from nearly every sector of the community. 
> http://www.c-pal.net/profiles/georgia.html
> 
> The North Idaho College Adult Education Center, Coeur d'Alene, 
> Idaho. The Center is responsible for adult education services for 
> five rural counties and forms the hub of wide-ranging partnerships 
> supporting adult education, workforce development, and family 
> literacy programs. http://www.c-pal.net/profiles/idaho.html
> 
> Jefferson County Public Schools Adult and Continuing Education 
> (JCPSAE), Louisville, Kentucky. JCPSAE is at the heart of a many-
> layered partnership with business, higher education, and other 
> community organizations and agencies in Jefferson County. 
> http://www.c-pal.net/profiles/kentucky.html
> 
> Juntos, Holyoke, Massachusetts. Juntos is a six-member partnership 
> that provides adult basic education, adult secondary education,
>  English literacy instruction, college transition, computer and 
> family literacy, and vocational training and job search services to 
> local adults. http://www.c-pal.net/profiles/massachusetts.html
> 
> Cedar Riverside Adult Education Collaborative_Partnership, 
> Minneapolis, Minnesota. This partnership provides English language 
> instruction, family literacy services, and other support services to 
> a community of East African (mainly Somali) immigrants in a public 
> housing facility. http://www.c-pal.net/profiles/minnesota.html
> 
> The Decker Family Development Center, Barberton, Ohio.  Decker was a 
> three-way partnership among a hospital, a university, and a public 
> school system providing comprehensive literacy and support services 
> to a high-poverty community. The Decker Center closed its doors in 
> 2004 after a valiant effort to secure sufficient funding. 
> http://www.c-pal.net/profiles/ohio.html
> 
> The Donald H. Londer Center for Learning, Portland, Oregon. The 
> Londer Center, part of the Department of Community Justice (DCJ),
>  provides literacy and other services to prepare ex-inmates for 
> successful reintegration into their communities by working with 
> other DCJ programs and community agencies and organizations. Carole 
> Scholl provided an update on Londer in her posting. http://www.c-
pal.net/profiles/oregon.html
> 
> The Midlands Literacy Initiative (MLI ) (now the Education, Jobs & 
> Life Skills Community Council of the United Way of the Midlands),
>  Richland, Fairfield, Lexington, and Newberry Counties, South 
> Carolina. The MLI is a coalition that works closely with business to 
> design and provide workforce literacy programs and with other 
> partners to provide literacy services to adults and families in this 
> four-county area. http://www.c-pal.net/profiles/southcarolina.html
> 
> The six partnerships described in mini-profiles include:
> 
> Tucson, Arizona 
> Pima College Adult Education and its partners serve more than 7,000 
> adult learners yearly, providing comprehensive adult and family 
> literacy services in a variety of sites across Pima County. 
> http://www.c-pal.net/profiles/mini/pima.html
> 
> Indianapolis, Indiana
> Goodwill Industries of Central Indiana and its partners provide 
> comprehensive education and job training services to adult learners 
> and youth across central Indiana. http://www.c-
pal.net/profiles/mini/goodwill.html
> 
> Greensboro, North Carolina
> The Greensboro Public Library and its partners formed Community of 
> Readers, a literacy coalition, to provide literacy services, career 
> counseling, and computer instruction to adult learners and to raise 
> community awareness of literacy issues and needs. http://www.c-
pal.net/profiles/mini/greensboro.html
> 
> Durham, North Carolina
> The Literacy Center is a community-based volunteer organization that 
> provides literacy services to adults, families, and children in 
> partnership with other community organizations and in a variety of 
> sites across the city. http://www.c-pal.net/profiles/mini/durham.html
> 
> Pittsburgh, Pennsylvania
> The Greater Pittsburgh Literacy Council provides literacy services 
> to adults and families by working with a broad cross-section of 
> community partners. http://www.c-pal.net/profiles/mini/gplc.html
> 
> Austin, Texas
> The Skillpoint Alliance is a non-profit organization uniting 
> industry, education, and the community to provide education, 
> workplace literacy and preparation, computer instruction, and 
> customized industry-based training to the emerging, transitional,
>  and incumbent workforce in central Texas. http://www.c-
pal.net/profiles/mini/skillpoint.html
> 
> On Wednesday, June 27, 2007 8:02 AM, David J. Rosen 
> <djrosen at comcast.net> wrote:
> >
> >
> >Community Literacy Discussion Colleagues,
> >
> >
> >Welcome to those who have joined the discussion in progress.
> >The message below (in blue) tells you where you can see the
> >archived messages so you can quickly catch up.
> >
> >
> >Our continued question for Wednesday is:??How are Community
> >Literacy Coalitions Developed and Sustained?
> >
> >
> >This is a big question with a lot of parts. I would like our
> >guests -- and others with experience -- to continue to address
> >as many of these specific questions today as possible. Many
> >subscribers who posted these questions are eager for concrete
> >help in addressing them.
> >
> >
> >. How do providers approach potential partners (other
> >providers, businesses, social services, local government)?
> >
> >
> >. How do local partnerships generate the financial support they
> >need to meet the literacy needs of their communities?
> >
> >
> >. What resources are needed for effective community literacy
> >collaboration?
> >
> >
> >. How do providers sustain partnerships over the long haul?
> >
> >
> >. How do community-based literacy efforts survive transitions
> >in leadership?
> >
> >
> >. What are some good examples of community literacy coalitions?
> >
> >
> >. What are some incentives and strategies for strengthening
> >community literacy?
> >
> >
> >. How do community literacy coalitions or partnerships assure
> >the quality of instruction? Is this an issue?? If so, what are
> >some ways quality gets addressed?
> >
> >
> >. Are there performance measures for community literacy? If so
> >what are they?
> >
> >
> >.? How can we learn from the?experiences of other countries,
> >particularly those that have?built successful literacy
> >movements?
> >
> >
> >.??What steps can we take to ensure that adult learners
> >and?other residents?in the learners' communities are?providing
> >leadership to community literacy initiatives?
> >
> >
> >?As we will be discussing many things, please be careful that
> >the Subject line of your posting reflects the actual content of
> >your message. Please include your name (and other information
> >if you wish) at the end of your posting.? Send your posts to
> >specialtopics at nifl.gov
> >
> >
> > David J. Rosen
> >Special Topics Discussion Moderator
> >djrosen at comcast.net
> >
> >
> >
> >
> >-----
> >From: "David J. Rosen" <djrosen at comcast.net>
> >Date: June 24, 2007 7:29:30 PM EDT
> >To: specialtopics at nifl.gov
> >Subject: Community Literacy Discussion Begins
> >
> >
> >Dear Community Literacy Discussion Colleague,
> >
> >
> >On Monday?we begin a discussion of adult and family community
> >literacy. First I would like to thank our guests: Margaret
> >Doughty, Carl?Guerriere, Petrice Sams- Abiodun, Darlene
> >Kostrub, Jeff Carter,?and Kathy Chernus. You can learn more
> >about them by going to?http://tinyurl.com/23nvye )
> >
> >
> >Here's how the National Institute for Literacy Special Topics
> >discussion list works:
> >
> >
> >. A discussion opens and a few days later it closes.? Between
> >discussions there are usually no messages posted until the next
> >discussion is ready to begin.
> >
> >
> >. A discussion is carried on by e-mail. As a subscriber all of
> >the messages will be sent to your e-mail.? These might include
> >information, questions, replies to questions, comments and
> >expansions, further explanations, requests for more detail,
> >comments on other perspectives, and more. Sometimes a
> >discussion with guests consists of just questions to the guests
> >and their answers, but I will try to encourage real discussion,
> >especially since we have other experts in community literacy
> >among our participants.??
> >
> >
> >. You will probably get a lot of e-mail from the Special Topics
> >discussion list each day for the next five days!? You might
> >decide to skim the messages, read through the ones that
> >especially interest you, and save the rest to read later. Every message
is 
also archived at?
> >http://www.nifl.gov/pipermail/specialtopics/2007/date.html??
> >
> >
> >. You can get all the day's postings in one message each day,
> >in "digest format".? To find out how you can set your subscription to do 
that, go to
> >http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
> >
> >
> >. When you want to send a message, email it to
> >specialtopics at nifl.gov and it will go out to everyone who has
> >subscribed. Please check before you send it that the Subject
> >line of the message is correct for your message, that is, if
> >your message is a continuation of a discussion strand, leave it
> >as is; however, if you are introducing a new topic or strand,
> >then give it a Subject title that concisely and accurately
> >reflects the new content area of your message.
> >
> >
> >We have several hundred people who are subscribed for this
> >discussion, so we won't do introductions of participants. The
> >bios at?http://tinyurl.com/23nvye are your introductions to our
> >guests.? We have a lot of questions to discuss this week -- and
> >you may want to post more questions -- so we'll get started now
> >with the questions below to our quests.
> >
> >
> >We'll begin by discussing what Community Literacy is.? There
> >will be many variations on the definition, of course, and?
> >definitions in this discussion will focus on adult and family
> >community literacy, not just schools reaching out to engage
> >parents in the literacy of their children.
> >
> >
> >I would like to ask our guests to address the following
> >question from their experience, from research,? and/or from
> >their professional wisdom:
> >
> >
> >What is Community Literacy?
> >?
> >. What does community adult and family literacy mean?
> >?
> >. What are the purposes and goals of community literacy?
> >?
> >. Why is community literacy important?
> >?
> >. Typically, who are the key community literacy stake holders?
> >
> >
> >On Tuesday we will go on to this question:??How are Community
> >Literacy Coalitions Developed and Sustained?
> >I?will also post subscribers' messages from Monday with their
> >thoughts about what community literacy is.?
> >
> >
> >David J. Rosen
> >Special Topics Discussion Moderator
> >djrosen at comcast.net
> >
> >
> >
> >
> >
> >
> >
> >
> >-------------------------------
> >National Institute for Literacy
> >Special Topics mailing list
> >SpecialTopics at nifl.gov
> >To unsubscribe or change your subscription settings, please go
> >to http://www.nifl.gov/mailman/listinfo/SpecialTopics
> >Email delivered to kchernus at mprinc.com
> >
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to bhofmeyer at niesc.k12.in.us

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Open WebMail Project (http://openwebmail.org)

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Email delivered to jengel at communityaction.com

From heide at literacywork.com  Fri Jun 29 16:43:29 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Fri, 29 Jun 2007 16:43:29 -0400
Subject: [SpecialTopics 417] change in social indicators as a measure of
	community literacy
In-Reply-To: <000801c7ba71$b7314a00$a800000a@cainc.local>
Message-ID: <FC296284F724334392D3C7D22CC4F2216DC52D@ntxbeus09.exchange.xchg>

Hi, Jon and others - I think developing sustainability indicators and
then measuring change along various dimensions is an excellent idea. In
the evaluations for AmeriCorps, we looked at the contributions that
literacy providers made to the overall health of a community, since
literacy couldn't very well take credit for all positive changes in a
community. 

In the last few years, we've been working with the California Community
Development Matrix (developed in Minnesota originally, I believe). This
matrix offers a scale continuum along which which community members may
fall. The continuum ranges from "in crisis" to "thriving" with various
points in between (vulnerable, stable). The matrix addresses various
dimensions (health, housing, employment)and contains a matrix with
descriptors for each level. While "education" is included, literacy (or
English language proficiency is not). 

I think scales and rubrics of this sort can be adapted to include
literacy and English proficiency and your example of the social
indicators are a great example of how literacy can be made visible as
one factor that contributes to community health 

Cheers 

Heide

Heide Spruck Wrigley
New Mexico  

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Jon Engel
Sent: Friday, June 29, 2007 11:20 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 414] Re: What would be required to measure
CommunityLiteracy Impact?

Good Afternoon,

Measuring literacy levels across communities is indeed difficult.  I
know of
no other resources other than thee census and NALS/NAAL.  However,
Austin
and Central Texas has a really great project that I wonder if other
communities might have.

It is called the Central Texas Sustainability Indicators Project, and it
releases a data report every other year.  The report has developed
"sustainability indicators" across several domains such as public
safety,
education and children, social equity, civic engagement, economy,
health,
environment, and land use and mobility.  The report utilizes hard data
sources and a locally designed phone survey. 

The 2006 reported that 30% of the population reported that they felt
limited
"a great deal" by their lack of English proficiency in their day to day
activities.  The report stated that the trend was "worsening" and that
the
community needed to "take action".

You should be able to see the report at www.centex-indicators.org

Jon Engel
 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Janet Isserlis
Sent: Thursday, June 28, 2007 8:11 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 394] Re: What would be required to measure
Community
Literacy Impact?

David and all,

Interesting question.  Without rehashing the complex arguments and
elements
of the 'validity' of the NALS or NAAL, I'm wondering if folks working
in,
say, health or community development/housing - have formal or informal
measures of the literacy strengths of their constituents.

In other words, does the fact that service providers/community workers
might
proactively utilize plain language (because plain language, like
universal
design, is just good for everyone),  multiple languages (brochures,
posters,
etc) and otherwise might be thinking about literacy and communication
issues
-- does all of this indicate a sense of communities' literacy abilities
AND
a sense of the critical need to be mindful of literacy/communication
across
service provision areas?

I realize this is not gold standard science, but I am curious to see if
there has been any shift in communication by service providers.  As
well,
how does literacy happen all the time away from literacy provision?
(Think
New Literacy Studies - Hamilton, Barton; think  (Arlene) Hannah
Fingeret's
social networks, think community literacy itself.

Community literacy maybe encompasses communities' strengths and
abilities so
that communities themselves have access, options, and (?) degrees of
power?

This, of course, is difficult to measure.

Janet Isserlis

> From: "David J. Rosen" <djrosen at comcast.net>
> Reply-To: <specialtopics at nifl.gov>
> Date: Thu, 28 Jun 2007 07:48:23 -0400
> To: <specialtopics at nifl.gov>
> Subject: [SpecialTopics 393] What would be required to measure
Community
> Literacy Impact?
> 
> Community Literacy Colleagues,
> 
> Since we are looking at outcomes and impact of community literacy
> today, let's consider what a city would need to measure the impact of
> a major citywide community literacy effort.  One important measure
> might be the literacy level of city residents.  At present, the only
> ways I am aware of to measure that for adults are:
> 
> 1) Census data,  and
> 2) The NALS or NAAL
> 
> The census, however,  measures the years of school completed, not the
> adult literacy level. The NALS, NAAL, and the next national
> assessment, each measure a scientific sample of adults, but so far
> this assessment has not been conducted in cities, only in a handful
> states, and it is costly -- several hundred thousand dollars, I
> believe.  Are there other adult literacy assessments that we should
> be aware of that measure a random sample residents -- not just those
> enrolled in programs? Are there plans for a new -- or modified
> assessment -- a new urban NAAL, for example -- that could meet this
> need?
> 
> David J. Rosen
> Special Topics Discussion Leader
> djrosen at comcast.net
> 
> 
> David J. Rosen
> djrosen at comcast.net
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to janet_isserlis at brown.edu

-------------------------------
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To unsubscribe or change your subscription settings, please go to
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Email delivered to heide at literacywork.com

From lwiener at llfinc.org  Fri Jun 29 16:59:08 2007
From: lwiener at llfinc.org (Louise Wiener)
Date: Fri, 29 Jun 2007 16:59:08 -0400
Subject: [SpecialTopics 418] Re: change in social indicators as a measure	of
	community literacy
In-Reply-To: <FC296284F724334392D3C7D22CC4F2216DC52D@ntxbeus09.exchange.xchg>
Message-ID: <C2AAEADC.4A86%lwiener@llfinc.org>

What a great idea this is!  Incorporating literacy into broader community
scales may really be critical to gaining broader understanding and support.

-- 
Louise W. Wiener, Chairman of the Board
    Learning and Leadership in Families
    2701 12th Street NE
    Washington, DC 20018

    Mobile Phone: 301-213-6516
    Office Phone: 202-243-7783
    Website: www.LLFinc.org
    Email: lwiener at LLFinc.org

    United Way / CFC # 8981
On 6/29/07 4:43 PM, "Wrigley, Heide" <heide at literacywork.com> wrote:

> Hi, Jon and others - I think developing sustainability indicators and
> then measuring change along various dimensions is an excellent idea. In
> the evaluations for AmeriCorps, we looked at the contributions that
> literacy providers made to the overall health of a community, since
> literacy couldn't very well take credit for all positive changes in a
> community. 
> 
> In the last few years, we've been working with the California Community
> Development Matrix (developed in Minnesota originally, I believe). This
> matrix offers a scale continuum along which which community members may
> fall. The continuum ranges from "in crisis" to "thriving" with various
> points in between (vulnerable, stable). The matrix addresses various
> dimensions (health, housing, employment)and contains a matrix with
> descriptors for each level. While "education" is included, literacy (or
> English language proficiency is not).
> 
> I think scales and rubrics of this sort can be adapted to include
> literacy and English proficiency and your example of the social
> indicators are a great example of how literacy can be made visible as
> one factor that contributes to community health
> 
> Cheers 
> 
> Heide
> 
> Heide Spruck Wrigley
> New Mexico  
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Jon Engel
> Sent: Friday, June 29, 2007 11:20 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 414] Re: What would be required to measure
> CommunityLiteracy Impact?
> 
> Good Afternoon,
> 
> Measuring literacy levels across communities is indeed difficult.  I
> know of
> no other resources other than thee census and NALS/NAAL.  However,
> Austin
> and Central Texas has a really great project that I wonder if other
> communities might have.
> 
> It is called the Central Texas Sustainability Indicators Project, and it
> releases a data report every other year.  The report has developed
> "sustainability indicators" across several domains such as public
> safety,
> education and children, social equity, civic engagement, economy,
> health,
> environment, and land use and mobility.  The report utilizes hard data
> sources and a locally designed phone survey.
> 
> The 2006 reported that 30% of the population reported that they felt
> limited
> "a great deal" by their lack of English proficiency in their day to day
> activities.  The report stated that the trend was "worsening" and that
> the
> community needed to "take action".
> 
> You should be able to see the report at www.centex-indicators.org
> 
> Jon Engel
> 
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of Janet Isserlis
> Sent: Thursday, June 28, 2007 8:11 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 394] Re: What would be required to measure
> Community
> Literacy Impact?
> 
> David and all,
> 
> Interesting question.  Without rehashing the complex arguments and
> elements
> of the 'validity' of the NALS or NAAL, I'm wondering if folks working
> in,
> say, health or community development/housing - have formal or informal
> measures of the literacy strengths of their constituents.
> 
> In other words, does the fact that service providers/community workers
> might
> proactively utilize plain language (because plain language, like
> universal
> design, is just good for everyone),  multiple languages (brochures,
> posters,
> etc) and otherwise might be thinking about literacy and communication
> issues
> -- does all of this indicate a sense of communities' literacy abilities
> AND
> a sense of the critical need to be mindful of literacy/communication
> across
> service provision areas?
> 
> I realize this is not gold standard science, but I am curious to see if
> there has been any shift in communication by service providers.  As
> well,
> how does literacy happen all the time away from literacy provision?
> (Think
> New Literacy Studies - Hamilton, Barton; think  (Arlene) Hannah
> Fingeret's
> social networks, think community literacy itself.
> 
> Community literacy maybe encompasses communities' strengths and
> abilities so
> that communities themselves have access, options, and (?) degrees of
> power?
> 
> This, of course, is difficult to measure.
> 
> Janet Isserlis
> 
>> From: "David J. Rosen" <djrosen at comcast.net>
>> Reply-To: <specialtopics at nifl.gov>
>> Date: Thu, 28 Jun 2007 07:48:23 -0400
>> To: <specialtopics at nifl.gov>
>> Subject: [SpecialTopics 393] What would be required to measure
> Community
>> Literacy Impact?
>> 
>> Community Literacy Colleagues,
>> 
>> Since we are looking at outcomes and impact of community literacy
>> today, let's consider what a city would need to measure the impact of
>> a major citywide community literacy effort.  One important measure
>> might be the literacy level of city residents.  At present, the only
>> ways I am aware of to measure that for adults are:
>> 
>> 1) Census data,  and
>> 2) The NALS or NAAL
>> 
>> The census, however,  measures the years of school completed, not the
>> adult literacy level. The NALS, NAAL, and the next national
>> assessment, each measure a scientific sample of adults, but so far
>> this assessment has not been conducted in cities, only in a handful
>> states, and it is costly -- several hundred thousand dollars, I
>> believe.  Are there other adult literacy assessments that we should
>> be aware of that measure a random sample residents -- not just those
>> enrolled in programs? Are there plans for a new -- or modified
>> assessment -- a new urban NAAL, for example -- that could meet this
>> need?
>> 
>> David J. Rosen
>> Special Topics Discussion Leader
>> djrosen at comcast.net
>> 
>> 
>> David J. Rosen
>> djrosen at comcast.net
>> 
>> 
>> 
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to janet_isserlis at brown.edu
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to jengel at communityaction.com
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to heide at literacywork.com
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to lwiener at llfinc.org
> 

From rlauderdale at AltadenaLibrary.org  Fri Jun 29 17:06:56 2007
From: rlauderdale at AltadenaLibrary.org (Roberta Lauderdale)
Date: Fri, 29 Jun 2007 14:06:56 -0700
Subject: [SpecialTopics 419] Re: Branding
In-Reply-To: <c46.177a80e2.33b634ee@aol.com>
Message-ID: <27528CFDD1E8CC4B8DF5851F9928C5CC0AE5CC@al1.altadenalibrary.local>

The for our tutors is "Give the gift of literacy.'

 

"Give the gift of literacy"

Roberta Lauderdale, Literacy Services

Let's Read, Altadena!

Mon - Thu: 10am - 3pm

Altadena Library District

626-798-8338

626-798-3968 Fax

2659 N.  Lincoln Ave.

Altadena, CA 91001

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of DSKostrub at aol.com
Sent: Friday, June 29, 2007 3:12 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 400] Branding

 

I have a specific question for any community literacy groups engaged in
this discussion.  We are seeking to work on the "branding" issue during
the coming year.  One of the things we want to do is to capture in a
tagline the essence of who we are and what we do.

 

Could any of you share your tagline?

 

For instance, a neighboring coalition has a tagline something like,
"Learn More, Earn More, Be More...."

 

 

Thanks for your help!

 

Darlene Kostrub

Palm Beach County Literacy Coalition

www.pbcliteracy.org

________________________________

See what's free at AOL.com
<http://www.aol.com?ncid=AOLAOF00020000000503> . 

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From rlauderdale at AltadenaLibrary.org  Fri Jun 29 17:08:29 2007
From: rlauderdale at AltadenaLibrary.org (Roberta Lauderdale)
Date: Fri, 29 Jun 2007 14:08:29 -0700
Subject: [SpecialTopics 420] Re: Branding
In-Reply-To: <c46.177a80e2.33b634ee@aol.com>
Message-ID: <27528CFDD1E8CC4B8DF5851F9928C5CC0AE5CD@al1.altadenalibrary.local>

Also, our program is "Let's Read, Altadena!"

 

"Give the gift of literacy"

Roberta Lauderdale, Literacy Services

Let's Read, Altadena!

Mon - Thu: 10am - 3pm

Altadena Library District

626-798-8338

626-798-3968 Fax

2659 N.  Lincoln Ave.

Altadena, CA 91001

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of DSKostrub at aol.com
Sent: Friday, June 29, 2007 3:12 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 400] Branding

 

I have a specific question for any community literacy groups engaged in
this discussion.  We are seeking to work on the "branding" issue during
the coming year.  One of the things we want to do is to capture in a
tagline the essence of who we are and what we do.

 

Could any of you share your tagline?

 

For instance, a neighboring coalition has a tagline something like,
"Learn More, Earn More, Be More...."

 

 

Thanks for your help!

 

Darlene Kostrub

Palm Beach County Literacy Coalition

www.pbcliteracy.org

________________________________

See what's free at AOL.com
<http://www.aol.com?ncid=AOLAOF00020000000503> . 

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From djrosen at comcast.net  Fri Jun 29 17:08:53 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 29 Jun 2007 17:08:53 -0400
Subject: [SpecialTopics 421] Re: Day Three: Developing and Sustaining
	Community Literacy Coalitions
References: <20070629131307.M97558@niesc.k12.in.us>
Message-ID: <17A5AC21-03D2-440F-8579-1C7B68EE94AB@comcast.net>

Message from Barbara Hofmeyer:

From: "bhofmeyer" <bhofmeyer at niesc.k12.in.us>
Date: June 29, 2007 9:13:55 AM EDT
Subject: Re: [SpecialTopics 397] Re: Day Three: Developing and  
Sustaining Community Literacy Coalitions

Kathy,

You mentioned selecting the right partners. Can you elaborate?

Barbara Hofmeyer

> On 28 Jun 2007 16:55:17 -0400, Kathy Chernus wrote
>> Hi David and everyone, I?ve inserted my comments below some of the
>> questions you posed.  Out-of-town so apologize for the delay in
>> responding.  Kathy
>>
>> ? How do providers approach potential partners (other providers,
>> businesses, social services, local government)?
>>
>> One of the biggest challenges of the providers we worked with is not
>> knowing how to approach businesses.  Most of the providers in the
>> partnerships we studied wanted guidance on how to approach
>> businesses.  We?re in the process of developing a guide for
>> businesses that may have an interest in becoming involved in
>> community-based literacy with help from a group of businesses that
>> have a history of supporting adult and family literacy. The group
>> confirmed that adult education programs don?t know how to approach
>> them.  Here are some of the benefits they?ve experienced from
>> partnering with adult and family literacy partners that could be
>> used to approach prospective employer-partners:
>>
>> ? Employers can see an increased employee retention rate, as well as
>> other positive effects on the bottom line, as a result of on-site
>> training and education. In addition, educated employees provide
>> fewer problems for managers (I?ll check with Johns Hopkins Hospital
>> and Health System to see if we have permission to share their data
>> with the listserv. I understand that CVS has data as well). ?
>> Partnerships with adult education providers help businesses get a
>> better understanding of the types of skills enhancement their
>> workers need. In the past, they had difficulty articulating or
>> addressing the discrete skills required for employees to do their
>> jobs successfully. Through partnering, they can tailor adult
>> education services for workforce. ? The National Association of
>> Manufacturer?s Improving Workplace Opportunities for Limited English
>> Speaking Workers report found that the entire company benefits from
>> ELL instruction, not just the employees who receive training. The
>> report is available at http://www.nam.org/s_nam/sec.asp?
> CID=201493&DID=229873
>> ? Many companies find that partnering is good for sales and
>> marketing, in terms of enhancing the customer base and getting the
>> company?s name out in the community. ? Partnering can also improve a
>> company?s perception in the community by associating the company?s
>> name with a positive cause. ? Partnerships with larger programs or
>> businesses can strengthen small and emerging adult education  
>> programs.
>>
>> Another related issue is the importance of selecting the right
>> partners (happy to share what we learned at a later time, if
>> anyone?s interested).
>>
>> ? How do local partnerships generate the financial support they need
>> to meet the literacy needs of their communities?
>>
>> They pool their funds, apply jointly for grants, and collaborate on
>> fund-raising events. They take advantage of their links to different
>> funding sources and leverage these to obtain other dollars.  The
>> types of funds leveraged include: Workforce Investment Act of 1998
>> (WIA) Title II (the Adult Education and Family Litearcy Act);  WIA
>> Titles I, III, and IV; TANF funds; the Elementary and Secondary
>> Education Act (NCLB); the Department of Housing and Urban
>> Development?s ?Neighborhood Networks? program; and other federal
>> funding through the U.S. Departments of Labor and Health and Human
>> Services; state funds; local public funds; private foundation
>> grants; business support; and charitable contributions.  Partners
>> may continue to seek grants individually but they try not to compete
>> with one another.  Partnerships can obtain funds unavailable to them
>> as individual organizations.
>>
>> An example of a community-based literacy program that pools their
>> funds is the Cedar Riverside Adult Education Collaborative in
>> Minneapolis.  It combines funds from the state (client contact hours)
>> , local funders, and private foundation grants into a fund for adult
>> education services for an East African refugee neighbhorhood.
>>
>> Sharing a fiscal agent is another way that some community
>> partnerships leverage funds.
>>
>> ? How do providers sustain partnerships over the long haul?
>> Providers are able to sustain partnerships by keeping their focus
>> clearly on community needs, adapting to changing workforce demands,
>>  and shifting funding sources as necessary. An example is Project
>> ACHIEVE, a partnership between Jefferson County Public Schools Adult
>> and Continuing Education and the Metro Louisville Community Action
>> Partnership (CAP) in Louisville, KY that has been serving adults on
>> public assistance since 1989.
>>
>> ? How do community-based literacy efforts survive transitions in  
>> leadership?
>> The leadership of the community partnerships we studied usually
>> consisted of a visionary, dynamic leader and in some cases an
>> advisory board.  One of the questions we asked during our site
>> visits was what would happen to the work of the partnership if the
>> leader(s) left the position.  One advisory board felt that the
>> community would sustain the partnership, regardless of the leader,
>> that any of the advisory member could assume the leadership role
>> because it is a shared effort, everyone is equally responsible.
>> Further, they said the strong coordination among the partners is
>> what makes it a sustainable effort.  However, not all partnerships
>> agreed; surviving the transition of a strong leader is one of the
>> big challenges partnerships face.
>>
>> ? How do community literacy coalitions or partnerships assure the
>> quality of instruction? Is this an issue?  If so, what are some ways
>> quality gets addressed?
>>
>> They develop curriculum jointly and share professional development
>> based on the needs of the community they serve. Providers are able
>> to expand the formal and informal professional development
>> opportunities available to their staff by sharing expertise and
>> instructional materials.
>>
>> For example, Nine Star Enterprises, a private, nonprofit
>> organization that provides comprehensive adult education services
>> partners with Cook Inlet Tribal Council (CITC), a nonprofit arm of
>> one of the thirteen Native Alaskan Corporations that serve Native
>> Alaskans and Pacific Islander communities throughout the state. CITC
>> provides a range of services, including adult education, work-
>> readiness training, and social services. Nine Star and CITC began a
>> partnership to help clients take greater advantage of these
>> services. Nine Star and CITC also share professional development.
>> CITC staff help train Nine Star instructors on cultural issues, and
>> CITC staff can attend any of Nine Star?s professional development
>> programs.
>>
>> ?  What steps can we take to ensure that adult learners and other
>> residents in the learners' communities are providing leadership to
>> community literacy initiatives?
>>
>> Some of the community-based literacy efforts we studied included
>> current and past adult learners on program and partnership advisory
>> groups.  They also involve them in community instructional
>> activities.  In Holyoke, MA, the Juntos partnership hosts an annual
>> Learner-Teacher Day to bring learners, instructors, and
>> administrators from all six partners together with community
>> representatives, such as the mayor and superintendent of schools, to
>> discuss community issues. Adult learners along with their
>> instructors are involved in planning and carrying out all the
>> activities during the event.
>>
>> ? What are some good examples of community literacy coalitions?
>> The twelve partnerships the C-PAL project studied, plus six we
>> didn?t have funding to study as comprehensively are good examples.
>>  I?ve cut and pasted brief descriptions of each of the twelve plus
>> their links, in case anyone would like to learn more about them.
>>
>> Nine Star Enterprises, Anchorage, Alaska. Nine Star is a private,
>>  nonprofit corporation that provides comprehensive adult education
>> services over a vast geographic area in collaboration with a variety
>> of partners. http://www.c-pal.net/profiles/alaska.html
>>
>> The Workforce Alliance for Growth in the Economy (WAGE), El Dorado
>> (Union County), Arkansas. WAGE provides employment-related education
>> to adult learners and upgrades the skills of incumbent workers
>> through partnerships with business and many community agencies and
>> organizations. http://www.c-pal.net/profiles/arkansas.html
>>
>> READ/San Diego, San Diego, California. READ is a library-based
>> volunteer program that provides literacy services, primarily through
>> tutoring, across San Diego city and county in collaboration with a
>> host of community partners. http://www.c-pal.net/profiles/ 
>> california.html
>>
>> The Palm Beach County Literacy Coalition, Palm Beach County,
>> Florida. The Coalition promotes literacy services, coordinates
>> activities, and operates a literacy hotline with the help of many
>> partners across the county. Darlene has provided additional
>> information on the Coalition in her postings. http://www.c-
> pal.net/profiles/florida.html
>>
>> The Houston County Certified Literate Community Program (CLCP),
>>  Houston County, Georgia. The CLCP coordinates, promotes, and
>> advocates for adult literacy services in this rural county by
>> working with partners from nearly every sector of the community.
>> http://www.c-pal.net/profiles/georgia.html
>>
>> The North Idaho College Adult Education Center, Coeur d?Alene,
>> Idaho. The Center is responsible for adult education services for
>> five rural counties and forms the hub of wide-ranging partnerships
>> supporting adult education, workforce development, and family
>> literacy programs. http://www.c-pal.net/profiles/idaho.html
>>
>> Jefferson County Public Schools Adult and Continuing Education
>> (JCPSAE), Louisville, Kentucky. JCPSAE is at the heart of a many-
>> layered partnership with business, higher education, and other
>> community organizations and agencies in Jefferson County.
>> http://www.c-pal.net/profiles/kentucky.html
>>
>> Juntos, Holyoke, Massachusetts. Juntos is a six-member partnership
>> that provides adult basic education, adult secondary education,
>>  English literacy instruction, college transition, computer and
>> family literacy, and vocational training and job search services to
>> local adults. http://www.c-pal.net/profiles/massachusetts.html
>>
>> Cedar Riverside Adult Education Collaborative_Partnership,
>> Minneapolis, Minnesota. This partnership provides English language
>> instruction, family literacy services, and other support services to
>> a community of East African (mainly Somali) immigrants in a public
>> housing facility. http://www.c-pal.net/profiles/minnesota.html
>>
>> The Decker Family Development Center, Barberton, Ohio.  Decker was a
>> three-way partnership among a hospital, a university, and a public
>> school system providing comprehensive literacy and support services
>> to a high-poverty community. The Decker Center closed its doors in
>> 2004 after a valiant effort to secure sufficient funding.
>> http://www.c-pal.net/profiles/ohio.html
>>
>> The Donald H. Londer Center for Learning, Portland, Oregon. The
>> Londer Center, part of the Department of Community Justice (DCJ),
>>  provides literacy and other services to prepare ex-inmates for
>> successful reintegration into their communities by working with
>> other DCJ programs and community agencies and organizations. Carole
>> Scholl provided an update on Londer in her posting. http://www.c-
> pal.net/profiles/oregon.html
>>
>> The Midlands Literacy Initiative (MLI ) (now the Education, Jobs &
>> Life Skills Community Council of the United Way of the Midlands),
>>  Richland, Fairfield, Lexington, and Newberry Counties, South
>> Carolina. The MLI is a coalition that works closely with business to
>> design and provide workforce literacy programs and with other
>> partners to provide literacy services to adults and families in this
>> four-county area. http://www.c-pal.net/profiles/southcarolina.html
>>
>> The six partnerships described in mini-profiles include:
>>
>> Tucson, Arizona
>> Pima College Adult Education and its partners serve more than 7,000
>> adult learners yearly, providing comprehensive adult and family
>> literacy services in a variety of sites across Pima County.
>> http://www.c-pal.net/profiles/mini/pima.html
>>
>> Indianapolis, Indiana
>> Goodwill Industries of Central Indiana and its partners provide
>> comprehensive education and job training services to adult learners
>> and youth across central Indiana. http://www.c-
> pal.net/profiles/mini/goodwill.html
>>
>> Greensboro, North Carolina
>> The Greensboro Public Library and its partners formed Community of
>> Readers, a literacy coalition, to provide literacy services, career
>> counseling, and computer instruction to adult learners and to raise
>> community awareness of literacy issues and needs. http://www.c-
> pal.net/profiles/mini/greensboro.html
>>
>> Durham, North Carolina
>> The Literacy Center is a community-based volunteer organization that
>> provides literacy services to adults, families, and children in
>> partnership with other community organizations and in a variety of
>> sites across the city. http://www.c-pal.net/profiles/mini/durham.html
>>
>> Pittsburgh, Pennsylvania
>> The Greater Pittsburgh Literacy Council provides literacy services
>> to adults and families by working with a broad cross-section of
>> community partners. http://www.c-pal.net/profiles/mini/gplc.html
>>
>> Austin, Texas
>> The Skillpoint Alliance is a non-profit organization uniting
>> industry, education, and the community to provide education,
>> workplace literacy and preparation, computer instruction, and
>> customized industry-based training to the emerging, transitional,
>>  and incumbent workforce in central Texas. http://www.c-
> pal.net/profiles/mini/skillpoint.html
>>

From Cynthia.Breeden at hayward-ca.gov  Fri Jun 29 17:10:37 2007
From: Cynthia.Breeden at hayward-ca.gov (Cynthia Breeden)
Date: Fri, 29 Jun 2007 14:10:37 -0700
Subject: [SpecialTopics 422] Re: Branding
In-Reply-To: <27528CFDD1E8CC4B8DF5851F9928C5CC0AE5CD@al1.altadenalibrary.local>
Message-ID: <D4ACE7BD15D556489EC1A0739A8FDC7A1E3F24@xSVR-EXCH1.ci.hayward.ca.us>

Ours is "Open a Window To The World"     Learn to Read Teach Someone to
Read.

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Roberta Lauderdale
Sent: Friday, June 29, 2007 2:08 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 420] Re: Branding

Also, our program is "Let's Read, Altadena!"

 

"Give the gift of literacy"

Roberta Lauderdale, Literacy Services

Let's Read, Altadena!

Mon - Thu: 10am - 3pm

Altadena Library District

626-798-8338

626-798-3968 Fax

2659 N.  Lincoln Ave.

Altadena, CA 91001

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of DSKostrub at aol.com
Sent: Friday, June 29, 2007 3:12 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 400] Branding

 

I have a specific question for any community literacy groups engaged in
this discussion.  We are seeking to work on the "branding" issue during
the coming year.  One of the things we want to do is to capture in a
tagline the essence of who we are and what we do.

 

Could any of you share your tagline?

 

For instance, a neighboring coalition has a tagline something like,
"Learn More, Earn More, Be More...."

 

 

Thanks for your help!

 

Darlene Kostrub

Palm Beach County Literacy Coalition

www.pbcliteracy.org

________________________________

See what's free at AOL.com
<http://www.aol.com?ncid=AOLAOF00020000000503> . 

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From djrosen at comcast.net  Fri Jun 29 17:16:21 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 29 Jun 2007 17:16:21 -0400
Subject: [SpecialTopics 423]  Brand slogans
Message-ID: <17669307-73C4-4CB9-8297-B28E2EE1A801@comcast.net>

Community Literacy  Discussion Colleagues,

Thanks to those who have sent your community literacy coalition  
branding slogans.  If you, wish you can send more to Darlene  
directly, at DSKostrub at aol.com, and perhaps she could post one  
message to the list with all the slogans.  But please don't post more  
to the list.

Thanks.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From kchernus at mprinc.com  Fri Jun 29 18:48:50 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 29 Jun 2007 18:48:50 -0400
Subject: [SpecialTopics 424] Re: Day Three: Developing and Sustaining
	Community Literacy Coalitions
Message-ID: <1118504080kchernus@mprinc.com>

Finding the right partners -- partners that bring complementary expertise and services, the same level of commitment to adult and family literacy, and a similar definition of partnership to your partnership can be a challenge.  READ/San Diego, a library-based community-literacy initiative in Southern California, has a clear idea of what kinds of partners it needs to fulfill its mission. It's worked with many different partners over the years to meet the literacy needs of its large community.  Based on this experience READ developed "Seven Step Formula for Creating Successful Partnerships." This link takes you to a description of READ's approach to finding the right partners and letting go of those that don't prove to be the right ones. http://www.c-pal.net/profiles/full_profiles/ca_s3.html.

Kathy

On Friday, June 29, 2007 5:08 PM, David J. Rosen <djrosen at comcast.net> wrote:
>Message from Barbara Hofmeyer:
>
>From: "bhofmeyer" <bhofmeyer at niesc.k12.in.us>
>Date: June 29, 2007 9:13:55 AM EDT
>Subject: Re: [SpecialTopics 397] Re: Day Three: Developing and  
>Sustaining Community Literacy Coalitions
>
>Kathy,
>
>You mentioned selecting the right partners. Can you elaborate?
>
>Barbara Hofmeyer
>
>> On 28 Jun 2007 16:55:17 -0400, Kathy Chernus wrote
>>> Hi David and everyone, I?ve inserted my comments below some of the
>>> questions you posed.  Out-of-town so apologize for the delay in
>>> responding.  Kathy
>>>
>>> ? How do providers approach potential partners (other providers,
>>> businesses, social services, local government)?
>>>
>>> One of the biggest challenges of the providers we worked with is not
>>> knowing how to approach businesses.  Most of the providers in the
>>> partnerships we studied wanted guidance on how to approach
>>> businesses.  We?re in the process of developing a guide for
>>> businesses that may have an interest in becoming involved in
>>> community-based literacy with help from a group of businesses that
>>> have a history of supporting adult and family literacy. The group
>>> confirmed that adult education programs don?t know how to approach
>>> them.  Here are some of the benefits they?ve experienced from
>>> partnering with adult and family literacy partners that could be
>>> used to approach prospective employer-partners:
>>>
>>> ? Employers can see an increased employee retention rate, as well as
>>> other positive effects on the bottom line, as a result of on-site
>>> training and education. In addition, educated employees provide
>>> fewer problems for managers (I?ll check with Johns Hopkins Hospital
>>> and Health System to see if we have permission to share their data
>>> with the listserv. I understand that CVS has data as well). ?
>>> Partnerships with adult education providers help businesses get a
>>> better understanding of the types of skills enhancement their
>>> workers need. In the past, they had difficulty articulating or
>>> addressing the discrete skills required for employees to do their
>>> jobs successfully. Through partnering, they can tailor adult
>>> education services for workforce. ? The National Association of
>>> Manufacturer?s Improving Workplace Opportunities for Limited English
>>> Speaking Workers report found that the entire company benefits from
>>> ELL instruction, not just the employees who receive training. The
>>> report is available at http://www.nam.org/s_nam/sec.asp?
>> CID=201493&DID=229873
>>> ? Many companies find that partnering is good for sales and
>>> marketing, in terms of enhancing the customer base and getting the
>>> company?s name out in the community. ? Partnering can also improve a
>>> company?s perception in the community by associating the company?s
>>> name with a positive cause. ? Partnerships with larger programs or
>>> businesses can strengthen small and emerging adult education  
>>> programs.
>>>
>>> Another related issue is the importance of selecting the right
>>> partners (happy to share what we learned at a later time, if
>>> anyone?s interested).
>>>
>>> ? How do local partnerships generate the financial support they need
>>> to meet the literacy needs of their communities?
>>>
>>> They pool their funds, apply jointly for grants, and collaborate on
>>> fund-raising events. They take advantage of their links to different
>>> funding sources and leverage these to obtain other dollars.  The
>>> types of funds leveraged include: Workforce Investment Act of 1998
>>> (WIA) Title II (the Adult Education and Family Litearcy Act);  WIA
>>> Titles I, III, and IV; TANF funds; the Elementary and Secondary
>>> Education Act (NCLB); the Department of Housing and Urban
>>> Development?s ?Neighborhood Networks? program; and other federal
>>> funding through the U.S. Departments of Labor and Health and Human
>>> Services; state funds; local public funds; private foundation
>>> grants; business support; and charitable contributions.  Partners
>>> may continue to seek grants individually but they try not to compete
>>> with one another.  Partnerships can obtain funds unavailable to them
>>> as individual organizations.
>>>
>>> An example of a community-based literacy program that pools their
>>> funds is the Cedar Riverside Adult Education Collaborative in
>>> Minneapolis.  It combines funds from the state (client contact hours)
>>> , local funders, and private foundation grants into a fund for adult
>>> education services for an East African refugee neighbhorhood.
>>>
>>> Sharing a fiscal agent is another way that some community
>>> partnerships leverage funds.
>>>
>>> ? How do providers sustain partnerships over the long haul?
>>> Providers are able to sustain partnerships by keeping their focus
>>> clearly on community needs, adapting to changing workforce demands,
>>>  and shifting funding sources as necessary. An example is Project
>>> ACHIEVE, a partnership between Jefferson County Public Schools Adult
>>> and Continuing Education and the Metro Louisville Community Action
>>> Partnership (CAP) in Louisville, KY that has been serving adults on
>>> public assistance since 1989.
>>>
>>> ? How do community-based literacy efforts survive transitions in  
>>> leadership?
>>> The leadership of the community partnerships we studied usually
>>> consisted of a visionary, dynamic leader and in some cases an
>>> advisory board.  One of the questions we asked during our site
>>> visits was what would happen to the work of the partnership if the
>>> leader(s) left the position.  One advisory board felt that the
>>> community would sustain the partnership, regardless of the leader,
>>> that any of the advisory member could assume the leadership role
>>> because it is a shared effort, everyone is equally responsible.
>>> Further, they said the strong coordination among the partners is
>>> what makes it a sustainable effort.  However, not all partnerships
>>> agreed; surviving the transition of a strong leader is one of the
>>> big challenges partnerships face.
>>>
>>> ? How do community literacy coalitions or partnerships assure the
>>> quality of instruction? Is this an issue?  If so, what are some ways
>>> quality gets addressed?
>>>
>>> They develop curriculum jointly and share professional development
>>> based on the needs of the community they serve. Providers are able
>>> to expand the formal and informal professional development
>>> opportunities available to their staff by sharing expertise and
>>> instructional materials.
>>>
>>> For example, Nine Star Enterprises, a private, nonprofit
>>> organization that provides comprehensive adult education services
>>> partners with Cook Inlet Tribal Council (CITC), a nonprofit arm of
>>> one of the thirteen Native Alaskan Corporations that serve Native
>>> Alaskans and Pacific Islander communities throughout the state. CITC
>>> provides a range of services, including adult education, work-
>>> readiness training, and social services. Nine Star and CITC began a
>>> partnership to help clients take greater advantage of these
>>> services. Nine Star and CITC also share professional development.
>>> CITC staff help train Nine Star instructors on cultural issues, and
>>> CITC staff can attend any of Nine Star?s professional development
>>> programs.
>>>
>>> ?  What steps can we take to ensure that adult learners and other
>>> residents in the learners' communities are providing leadership to
>>> community literacy initiatives?
>>>
>>> Some of the community-based literacy efforts we studied included
>>> current and past adult learners on program and partnership advisory
>>> groups.  They also involve them in community instructional
>>> activities.  In Holyoke, MA, the Juntos partnership hosts an annual
>>> Learner-Teacher Day to bring learners, instructors, and
>>> administrators from all six partners together with community
>>> representatives, such as the mayor and superintendent of schools, to
>>> discuss community issues. Adult learners along with their
>>> instructors are involved in planning and carrying out all the
>>> activities during the event.
>>>
>>> ? What are some good examples of community literacy coalitions?
>>> The twelve partnerships the C-PAL project studied, plus six we
>>> didn?t have funding to study as comprehensively are good examples.
>>>  I?ve cut and pasted brief descriptions of each of the twelve plus
>>> their links, in case anyone would like to learn more about them.
>>>
>>> Nine Star Enterprises, Anchorage, Alaska. Nine Star is a private,
>>>  nonprofit corporation that provides comprehensive adult education
>>> services over a vast geographic area in collaboration with a variety
>>> of partners. http://www.c-pal.net/profiles/alaska.html
>>>
>>> The Workforce Alliance for Growth in the Economy (WAGE), El Dorado
>>> (Union County), Arkansas. WAGE provides employment-related education
>>> to adult learners and upgrades the skills of incumbent workers
>>> through partnerships with business and many community agencies and
>>> organizations. http://www.c-pal.net/profiles/arkansas.html
>>>
>>> READ/San Diego, San Diego, California. READ is a library-based
>>> volunteer program that provides literacy services, primarily through
>>> tutoring, across San Diego city and county in collaboration with a
>>> host of community partners. http://www.c-pal.net/profiles/ 
>>> california.html
>>>
>>> The Palm Beach County Literacy Coalition, Palm Beach County,
>>> Florida. The Coalition promotes literacy services, coordinates
>>> activities, and operates a literacy hotline with the help of many
>>> partners across the county. Darlene has provided additional
>>> information on the Coalition in her postings. http://www.c-
>> pal.net/profiles/florida.html
>>>
>>> The Houston County Certified Literate Community Program (CLCP),
>>>  Houston County, Georgia. The CLCP coordinates, promotes, and
>>> advocates for adult literacy services in this rural county by
>>> working with partners from nearly every sector of the community.
>>> http://www.c-pal.net/profiles/georgia.html
>>>
>>> The North Idaho College Adult Education Center, Coeur d?Alene,
>>> Idaho. The Center is responsible for adult education services for
>>> five rural counties and forms the hub of wide-ranging partnerships
>>> supporting adult education, workforce development, and family
>>> literacy programs. http://www.c-pal.net/profiles/idaho.html
>>>
>>> Jefferson County Public Schools Adult and Continuing Education
>>> (JCPSAE), Louisville, Kentucky. JCPSAE is at the heart of a many-
>>> layered partnership with business, higher education, and other
>>> community organizations and agencies in Jefferson County.
>>> http://www.c-pal.net/profiles/kentucky.html
>>>
>>> Juntos, Holyoke, Massachusetts. Juntos is a six-member partnership
>>> that provides adult basic education, adult secondary education,
>>>  English literacy instruction, college transition, computer and
>>> family literacy, and vocational training and job search services to
>>> local adults. http://www.c-pal.net/profiles/massachusetts.html
>>>
>>> Cedar Riverside Adult Education Collaborative_Partnership,
>>> Minneapolis, Minnesota. This partnership provides English language
>>> instruction, family literacy services, and other support services to
>>> a community of East African (mainly Somali) immigrants in a public
>>> housing facility. http://www.c-pal.net/profiles/minnesota.html
>>>
>>> The Decker Family Development Center, Barberton, Ohio.  Decker was a
>>> three-way partnership among a hospital, a university, and a public
>>> school system providing comprehensive literacy and support services
>>> to a high-poverty community. The Decker Center closed its doors in
>>> 2004 after a valiant effort to secure sufficient funding.
>>> http://www.c-pal.net/profiles/ohio.html
>>>
>>> The Donald H. Londer Center for Learning, Portland, Oregon. The
>>> Londer Center, part of the Department of Community Justice (DCJ),
>>>  provides literacy and other services to prepare ex-inmates for
>>> successful reintegration into their communities by working with
>>> other DCJ programs and community agencies and organizations. Carole
>>> Scholl provided an update on Londer in her posting. http://www.c-
>> pal.net/profiles/oregon.html
>>>
>>> The Midlands Literacy Initiative (MLI ) (now the Education, Jobs &
>>> Life Skills Community Council of the United Way of the Midlands),
>>>  Richland, Fairfield, Lexington, and Newberry Counties, South
>>> Carolina. The MLI is a coalition that works closely with business to
>>> design and provide workforce literacy programs and with other
>>> partners to provide literacy services to adults and families in this
>>> four-county area. http://www.c-pal.net/profiles/southcarolina.html
>>>
>>> The six partnerships described in mini-profiles include:
>>>
>>> Tucson, Arizona
>>> Pima College Adult Education and its partners serve more than 7,000
>>> adult learners yearly, providing comprehensive adult and family
>>> literacy services in a variety of sites across Pima County.
>>> http://www.c-pal.net/profiles/mini/pima.html
>>>
>>> Indianapolis, Indiana
>>> Goodwill Industries of Central Indiana and its partners provide
>>> comprehensive education and job training services to adult learners
>>> and youth across central Indiana. http://www.c-
>> pal.net/profiles/mini/goodwill.html
>>>
>>> Greensboro, North Carolina
>>> The Greensboro Public Library and its partners formed Community of
>>> Readers, a literacy coalition, to provide literacy services, career
>>> counseling, and computer instruction to adult learners and to raise
>>> community awareness of literacy issues and needs. http://www.c-
>> pal.net/profiles/mini/greensboro.html
>>>
>>> Durham, North Carolina
>>> The Literacy Center is a community-based volunteer organization that
>>> provides literacy services to adults, families, and children in
>>> partnership with other community organizations and in a variety of
>>> sites across the city. http://www.c-pal.net/profiles/mini/durham.html
>>>
>>> Pittsburgh, Pennsylvania
>>> The Greater Pittsburgh Literacy Council provides literacy services
>>> to adults and families by working with a broad cross-section of
>>> community partners. http://www.c-pal.net/profiles/mini/gplc.html
>>>
>>> Austin, Texas
>>> The Skillpoint Alliance is a non-profit organization uniting
>>> industry, education, and the community to provide education,
>>> workplace literacy and preparation, computer instruction, and
>>> customized industry-based training to the emerging, transitional,
>>>  and incumbent workforce in central Texas. http://www.c-
>> pal.net/profiles/mini/skillpoint.html
>>>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

From kchernus at mprinc.com  Fri Jun 29 19:06:46 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 29 Jun 2007 19:06:46 -0400
Subject: [SpecialTopics 425] Re: change in social indicators as a measure	of
	community literacy
Message-ID: <1118505156kchernus@mprinc.com>

I agree, it's a great idea and badly needed. We found that demonstrating community-based literacy outcomes was one of the most challenging issues for the partnerships we studied. Partners find it difficult to collect and use data because required reporting takes place on multiple and incompatible data systems (i.e.g the NRS, WIA I, TANF, local and state reporting systems, etc.). As a result, the partnerships generally aren't able to document how many more learners received services because of the partnership, changes in the economic well-being of their communities, nor pinpoint and address problems or gaps in services. Client confidentiality issues also impede sharing of data among partners, an issue that affects no only reporting and data collection but also coordination of services. 

The businesses that are helping us develop the Community Partnerships Guide for Businesses have said that the type of evidence described by Jon and Heide is necessary to encourage more businesses to become involved in adult literacy.

Thanks everyone. Kathy

On Friday, June 29, 2007 4:59 PM, Louise Wiener <lwiener at llfinc.org> wrote:
>What a great idea this is!  Incorporating literacy into broader community
>scales may really be critical to gaining broader understanding
>and support.
>
>-- 
>Louise W. Wiener, Chairman of the Board
>    Learning and Leadership in Families
>    2701 12th Street NE
>    Washington, DC 20018
>
>    Mobile Phone: 301-213-6516
>    Office Phone: 202-243-7783
>    Website: www.LLFinc.org
>    Email: lwiener at LLFinc.org
>
>    United Way / CFC # 8981
>On 6/29/07 4:43 PM, "Wrigley, Heide" <heide at literacywork.com>
>wrote:
>
>> Hi, Jon and others - I think developing sustainability indicators and
>> then measuring change along various dimensions is an excellent idea. In
>> the evaluations for AmeriCorps, we looked at the contributions that
>> literacy providers made to the overall health of a community, since
>> literacy couldn't very well take credit for all positive changes in a
>> community. 
>> 
>> In the last few years, we've been working with the California Community
>> Development Matrix (developed in Minnesota originally, I believe). This
>> matrix offers a scale continuum along which which community members may
>> fall. The continuum ranges from "in crisis" to "thriving" with various
>> points in between (vulnerable, stable). The matrix addresses various
>> dimensions (health, housing, employment)and contains a matrix with
>> descriptors for each level. While "education" is included, literacy (or
>> English language proficiency is not).
>> 
>> I think scales and rubrics of this sort can be adapted to include
>> literacy and English proficiency and your example of the social
>> indicators are a great example of how literacy can be made visible as
>> one factor that contributes to community health
>> 
>> Cheers 
>> 
>> Heide
>> 
>> Heide Spruck Wrigley
>> New Mexico  
>> 
>> -----Original Message-----
>> From: specialtopics-bounces at nifl.gov
>> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Jon Engel
>> Sent: Friday, June 29, 2007 11:20 AM
>> To: specialtopics at nifl.gov
>> Subject: [SpecialTopics 414] Re: What would be required to measure
>> CommunityLiteracy Impact?
>> 
>> Good Afternoon,
>> 
>> Measuring literacy levels across communities is indeed difficult.  I
>> know of
>> no other resources other than thee census and NALS/NAAL.  However,
>> Austin
>> and Central Texas has a really great project that I wonder if other
>> communities might have.
>> 
>> It is called the Central Texas Sustainability Indicators Project, and it
>> releases a data report every other year.  The report has developed
>> "sustainability indicators" across several domains such as public
>> safety,
>> education and children, social equity, civic engagement, economy,
>> health,
>> environment, and land use and mobility.  The report utilizes hard data
>> sources and a locally designed phone survey.
>> 
>> The 2006 reported that 30% of the population reported that they felt
>> limited
>> "a great deal" by their lack of English proficiency in their day to day
>> activities.  The report stated that the trend was "worsening" and that
>> the
>> community needed to "take action".
>> 
>> You should be able to see the report at www.centex-indicators.org
>> 
>> Jon Engel
>> 
>> 
>> -----Original Message-----
>> From: specialtopics-bounces at nifl.gov
>> [mailto:specialtopics-bounces at nifl.gov]
>> On Behalf Of Janet Isserlis
>> Sent: Thursday, June 28, 2007 8:11 AM
>> To: specialtopics at nifl.gov
>> Subject: [SpecialTopics 394] Re: What would be required to measure
>> Community
>> Literacy Impact?
>> 
>> David and all,
>> 
>> Interesting question.  Without rehashing the complex arguments and
>> elements
>> of the 'validity' of the NALS or NAAL, I'm wondering if folks working
>> in,
>> say, health or community development/housing - have formal or informal
>> measures of the literacy strengths of their constituents.
>> 
>> In other words, does the fact that service providers/community workers
>> might
>> proactively utilize plain language (because plain language, like
>> universal
>> design, is just good for everyone),  multiple languages (brochures,
>> posters,
>> etc) and otherwise might be thinking about literacy and communication
>> issues
>> -- does all of this indicate a sense of communities' literacy abilities
>> AND
>> a sense of the critical need to be mindful of literacy/communication
>> across
>> service provision areas?
>> 
>> I realize this is not gold standard science, but I am curious to see if
>> there has been any shift in communication by service providers.  As
>> well,
>> how does literacy happen all the time away from literacy provision?
>> (Think
>> New Literacy Studies - Hamilton, Barton; think  (Arlene) Hannah
>> Fingeret's
>> social networks, think community literacy itself.
>> 
>> Community literacy maybe encompasses communities' strengths and
>> abilities so
>> that communities themselves have access, options, and (?) degrees of
>> power?
>> 
>> This, of course, is difficult to measure.
>> 
>> Janet Isserlis
>> 
>>> From: "David J. Rosen" <djrosen at comcast.net>
>>> Reply-To: <specialtopics at nifl.gov>
>>> Date: Thu, 28 Jun 2007 07:48:23 -0400
>>> To: <specialtopics at nifl.gov>
>>> Subject: [SpecialTopics 393] What would be required to measure
>> Community
>>> Literacy Impact?
>>> 
>>> Community Literacy Colleagues,
>>> 
>>> Since we are looking at outcomes and impact of community literacy
>>> today, let's consider what a city would need to measure the impact of
>>> a major citywide community literacy effort.  One important measure
>>> might be the literacy level of city residents.  At present, the only
>>> ways I am aware of to measure that for adults are:
>>> 
>>> 1) Census data,  and
>>> 2) The NALS or NAAL
>>> 
>>> The census, however,  measures the years of school completed, not the
>>> adult literacy level. The NALS, NAAL, and the next national
>>> assessment, each measure a scientific sample of adults, but so far
>>> this assessment has not been conducted in cities, only in a handful
>>> states, and it is costly -- several hundred thousand dollars, I
>>> believe.  Are there other adult literacy assessments that we should
>>> be aware of that measure a random sample residents -- not just those
>>> enrolled in programs? Are there plans for a new -- or modified
>>> assessment -- a new urban NAAL, for example -- that could meet this
>>> need?
>>> 
>>> David J. Rosen
>>> Special Topics Discussion Leader
>>> djrosen at comcast.net
>>> 
>>> 
>>> David J. Rosen
>>> djrosen at comcast.net
>>> 
>>> 
>>> 
>>> -------------------------------
>>> National Institute for Literacy
>>> Special Topics mailing list
>>> SpecialTopics at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>> Email delivered to janet_isserlis at brown.edu
>> 
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to jengel at communityaction.com
>> 
>> 
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to heide at literacywork.com
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to lwiener at llfinc.org
>> 
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

From djrosen at comcast.net  Fri Jun 29 22:49:49 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 29 Jun 2007 22:49:49 -0400
Subject: [SpecialTopics 426] Are our community collaborations thriving or in
	crisis?
References: <FC296284F724334392D3C7D22CC4F2216DC55D@ntxbeus09.exchange.xchg>
Message-ID: <97F65286-F234-4DA1-A476-4A0A4D4A2469@comcast.net>

Posted on behalf of Heide Wrigley

From: Wrigley, Heide
Sent: Friday, June 29, 2007 4:06 PM
To: 'specialtopics at nifl.gov'
Subject: Are our community collaborations thriving or in crisis?

Hi,Louise and all

I do think a community wellness model that integrates literacy and  
language proficiency (including bilingualism and biliteracy) makes  
sense. I just dug around in the various matrices once more and found  
a matrix that has rubrics for the relative strength of a community  
collaboration (again literacy is missing but could be added).

The absence of literacy may be another example of the difficulty of  
working across boundaries (community development folks and literacy  
folks should be easy partners but in most places they are not).

Here is an example, not of the matrix that looks at individuals on a  
continuum from in-crisis to thriving that I mentioned in the last  
post, but of the descriptors that are used to see if communities as a  
whole are strong.  Here are just two of the descriptors that look at  
Community Services and Support Systems (I left out indicators for  
safe, stable, and vulnerable but you get the idea). Other rubrics  
address indicators related to Public Policy and Equity.

I wonder if all of us who are part of community collaborations could  
place our partnership on a scale of this sort?

Heide Wrigley

		Community Development Matrix, Services and Support Systems

THRIVING

Community services of all kinds are both comprehensive and integrated  
into a
virtually seamless system. Collaboration and synergy are the norms.  
Social
services are based on a wellness model and are strongly consumer  
driven. A
strong community-wide set of strategic planning processes assures  
that public
and community services are responsive and will grow and develop in  
accord
with community needs. Community is committed to providing resources
sufficient to assure quality and comprehensiveness of and full access to
community, public, and educational services.
form of relationship among providers of services.

(also included are indicators for safe, stable, and vulnerable)

IN-CRISIS

Public and social services are nonresponsive to community needs. ?Turf?
boundaries are very strong and planning is minimal or nonexistent. Even
emergency services are inadequate in comparison to the intensity of  
need.
Resources are barely adequate to maintain even the most minimal
configuration of community services. Most public and social services are
ineffective.
> #
>
>
>
>
>
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics- 
> bounces at nifl.gov] On Behalf Of Louise Wiener
> Sent: Friday, June 29, 2007 2:59 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 418] Re: change in social indicators as a  
> measure ofcommunity literacy
>
>
>
> What a great idea this is!  Incorporating literacy into broader  
> community
>
> scales may really be critical to gaining broader understanding and  
> support.
>
>
>
> --
>
> Louise W. Wiener, Chairman of the Board
>
>     Learning and Leadership in Families
>
>     2701 12th Street NE
>
>     Washington, DC 20018
>
>
>
>     Mobile Phone: 301-213-6516
>
>     Office Phone: 202-243-7783
>
>     Website: www.LLFinc.org
>
>     Email: lwiener at LLFinc.org
>
>
>
>     United Way / CFC # 8981
>
> On 6/29/07 4:43 PM, "Wrigley, Heide" <heide at literacywork.com> wrote:
>
>
>
> > Hi, Jon and others - I think developing sustainability indicators  
> and
>
> > then measuring change along various dimensions is an excellent  
> idea. In
>
> > the evaluations for AmeriCorps, we looked at the contributions that
>
> > literacy providers made to the overall health of a community, since
>
> > literacy couldn't very well take credit for all positive changes  
> in a
>
> > community.
>
> >
>
> > In the last few years, we've been working with the California  
> Community
>
> > Development Matrix (developed in Minnesota originally, I  
> believe). This
>
> > matrix offers a scale continuum along which which community  
> members may
>
> > fall. The continuum ranges from "in crisis" to "thriving" with  
> various
>
> > points in between (vulnerable, stable). The matrix addresses various
>
> > dimensions (health, housing, employment)and contains a matrix with
>
> > descriptors for each level. While "education" is included,  
> literacy (or
>
> > English language proficiency is not).
>
> >
>
> > I think scales and rubrics of this sort can be adapted to include
>
> > literacy and English proficiency and your example of the social
>
> > indicators are a great example of how literacy can be made  
> visible as
>
> > one factor that contributes to community health
>
> >
>
> > Cheers
>
> >
>
> > Heide
>
> >
>
> > Heide Spruck Wrigley
>
> > New Mexico
>
> >
>
> > -----Original Message-----
>
> > From: specialtopics-bounces at nifl.gov
>
> > [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Jon Engel
>
> > Sent: Friday, June 29, 2007 11:20 AM
>
> > To: specialtopics at nifl.gov
>
> > Subject: [SpecialTopics 414] Re: What would be required to measure
>
> > CommunityLiteracy Impact?
>
> >
>
> > Good Afternoon,
>
> >
>
> > Measuring literacy levels across communities is indeed difficult.  I
>
> > know of
>
> > no other resources other than thee census and NALS/NAAL.  However,
>
> > Austin
>
> > and Central Texas has a really great project that I wonder if other
>
> > communities might have.
>
> >
>
> > It is called the Central Texas Sustainability Indicators Project,  
> and it
>
> > releases a data report every other year.  The report has developed
>
> > "sustainability indicators" across several domains such as public
>
> > safety,
>
> > education and children, social equity, civic engagement, economy,
>
> > health,
>
> > environment, and land use and mobility.  The report utilizes hard  
> data
>
> > sources and a locally designed phone survey.
>
> >
>
> > The 2006 reported that 30% of the population reported that they felt
>
> > limited
>
> > "a great deal" by their lack of English proficiency in their day  
> to day
>
> > activities.  The report stated that the trend was "worsening" and  
> that
>
> > the
>
> > community needed to "take action".
>
> >
>
> > You should be able to see the report at www.centex-indicators.org
>
> >
>
> > Jon Engel
>
> >
>
> >
>
> > -----Original Message-----
>
> > From: specialtopics-bounces at nifl.gov
>
> > [mailto:specialtopics-bounces at nifl.gov]
>
> > On Behalf Of Janet Isserlis
>
> > Sent: Thursday, June 28, 2007 8:11 AM
>
> > To: specialtopics at nifl.gov
>
> > Subject: [SpecialTopics 394] Re: What would be required to measure
>
> > Community
>
> > Literacy Impact?
>
> >
>
> > David and all,
>
> >
>
> > Interesting question.  Without rehashing the complex arguments and
>
> > elements
>
> > of the 'validity' of the NALS or NAAL, I'm wondering if folks  
> working
>
> > in,
>
> > say, health or community development/housing - have formal or  
> informal
>
> > measures of the literacy strengths of their constituents.
>
> >
>
> > In other words, does the fact that service providers/community  
> workers
>
> > might
>
> > proactively utilize plain language (because plain language, like
>
> > universal
>
> > design, is just good for everyone),  multiple languages (brochures,
>
> > posters,
>
> > etc) and otherwise might be thinking about literacy and  
> communication
>
> > issues
>
> > -- does all of this indicate a sense of communities' literacy  
> abilities
>
> > AND
>
> > a sense of the critical need to be mindful of literacy/communication
>
> > across
>
> > service provision areas?
>
> >
>
> > I realize this is not gold standard science, but I am curious to  
> see if
>
> > there has been any shift in communication by service providers.  As
>
> > well,
>
> > how does literacy happen all the time away from literacy provision?
>
> > (Think
>
> > New Literacy Studies - Hamilton, Barton; think  (Arlene) Hannah
>
> > Fingeret's
>
> > social networks, think community literacy itself.
>
> >
>
> > Community literacy maybe encompasses communities' strengths and
>
> > abilities so
>
> > that communities themselves have access, options, and (?) degrees of
>
> > power?
>
> >
>
> > This, of course, is difficult to measure.
>
> >
>
> > Janet Isserlis
>
> >
>
> >> From: "David J. Rosen" <djrosen at comcast.net>
>
> >> Reply-To: <specialtopics at nifl.gov>
>
> >> Date: Thu, 28 Jun 2007 07:48:23 -0400
>
> >> To: <specialtopics at nifl.gov>
>
> >> Subject: [SpecialTopics 393] What would be required to measure
>
> > Community
>
> >> Literacy Impact?
>
> >>
>
> >> Community Literacy Colleagues,
>
> >>
>
> >> Since we are looking at outcomes and impact of community literacy
>
> >> today, let's consider what a city would need to measure the  
> impact of
>
> >> a major citywide community literacy effort.  One important measure
>
> >> might be the literacy level of city residents.  At present, the  
> only
>
> >> ways I am aware of to measure that for adults are:
>
> >>
>
> >> 1) Census data,  and
>
> >> 2) The NALS or NAAL
>
> >>
>
> >> The census, however,  measures the years of school completed,  
> not the
>
> >> adult literacy level. The NALS, NAAL, and the next national
>
> >> assessment, each measure a scientific sample of adults, but so far
>
> >> this assessment has not been conducted in cities, only in a handful
>
> >> states, and it is costly -- several hundred thousand dollars, I
>
> >> believe.  Are there other adult literacy assessments that we should
>
> >> be aware of that measure a random sample residents -- not just  
> those
>
> >> enrolled in programs? Are there plans for a new -- or modified
>
> >> assessment -- a new urban NAAL, for example -- that could meet this
>
> >> need?
>
> >>
>
> >> David J. Rosen
>
> >> Special Topics Discussion Leader
>
> >> djrosen at comcast.net
>
> >>
>
> >>
>
> >> David J. Rosen
>
> >> djrosen at comcast.net
>
> >>
>
> >>
>
> >>
>
> >> -------------------------------
>
> >> National Institute for Literacy
>
> >> Special Topics mailing list
>
> >> SpecialTopics at nifl.gov
>
> >> To unsubscribe or change your subscription settings, please go to
>
> >> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
> >> Email delivered to janet_isserlis at brown.edu
>
> >
>
> > -------------------------------
>
> > National Institute for Literacy
>
> > Special Topics mailing list
>
> > SpecialTopics at nifl.gov
>
> > To unsubscribe or change your subscription settings, please go to
>
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
> > Email delivered to jengel at communityaction.com
>
> >
>
> >
>
> > -------------------------------
>
> > National Institute for Literacy
>
> > Special Topics mailing list
>
> > SpecialTopics at nifl.gov
>
> > To unsubscribe or change your subscription settings, please go to
>
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
> > Email delivered to heide at literacywork.com
>
> > -------------------------------
>
> > National Institute for Literacy
>
> > Special Topics mailing list
>
> > SpecialTopics at nifl.gov
>
> > To unsubscribe or change your subscription settings, please go to
>
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
> > Email delivered to lwiener at llfinc.org
>
> >
>
>
>
> -------------------------------
>
> National Institute for Literacy
>
> Special Topics mailing list
>
> SpecialTopics at nifl.gov
>
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
> Email delivered to heide at literacywork.com
>
>

From heide at literacywork.com  Fri Jun 29 19:32:36 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Fri, 29 Jun 2007 19:32:36 -0400
Subject: [SpecialTopics 427] Re: models of successful collaboration?
In-Reply-To: <1118231971kchernus@mprinc.com>
Message-ID: <FC296284F724334392D3C7D22CC4F2216DC562@ntxbeus09.exchange.xchg>

Thanks Kathy (and others) for laying out some of the key components that
make collaborations work while at the same time posting links to
additional resources. I think having access to key information right
there in a post and then getting the opportunity to read more and go
deeper into a report is such a benefit of being part of this list. 
 
I also appreciated Janet Isserlis, Andy Nash and others pushing us
toward looking at the literacy part of community literacy. Before we all
fold our tents, I wanted to encourage thinking about one last aspect of
community literacy, namely issues related to immigrant integration. 
 
Coalitions where mutual assistance agencies and other ethnic serving
CBOs can work with more mainstream organizations (and in fact the entire
community) to facilitate integration and community strengthening are
very much needed, particularly in the new gateway cities and
"non-traditional" immigrant states. Such coalitions can help dispel fear
and xenophobia by (1) recognizing that immigration can indeed put a
stress on an established community and (2) finding ways of facilitating
change on both sides (the side of the community and side of the
newcomers.)  I like the idea that Andy Nash mentioned on taking on
community wide issues such as housing or health and wrapping literacy
around these issues (my term, not hers). 
 
A few years ago, the 3 year New American Community Initiative (funded by
the Office of Refugee Resettlement) looked at some of these
collaborations in Lowell, MA; Nashville,TN and Portland, OR. 
 
The Initiative stressed that integration is a two-way street (with both
communities and immigrants and refugees needing support) and that
resources must be focused on integration focused interventions, since
integration is not likely to happen on its own. 
 
I'm wondering then, if any of you involved in community literacy
collaborations have addressed issues of immigrant integration head-on
and what your experience has been. 
 
All the best 
 
Heide Wrigley
Non-resident fellow
Center for Immigrant Integration Policy 
 
 
 
 
 
 
-----Original Message-----
From: Kathy Chernus [mailto:kchernus at mprinc.com] 
Sent: Tuesday, June 26, 2007 1:14 PM
To: specialtopics at nifl.gov; Wrigley, Heide
Subject: Re: models of successful collaboration?
 
Hi Heide and everyone.  You've clearly articulated some of the
challenges of partnering we found when we visited twelve communities
that have come together to support adult and family literacy a few years
ago (Darlene's Palm Beach County Literacy Coalition was one of the
partnerships we visited). I'll respond to David's question about what
community literacy means separately, but I think true partnerships mean
real collaboration and these types of partnerships have the potential to
create a system of adult and family literacy within a community. 
 
When we began searching for promising partnerships, we looked to the
literature to identify characteristics of successful partnerships and
expanded these after the site visits.  Examples of these include:
-Strong leadership 
-Putting  the needs of the community first
-Broad participation from the community (including adult learners)
-Mutual respect and trust among the partners
-A willingness to give up turf issues 
-Open and frequent communication among the partners
-Flexibility to meet the changing needs of their communities
-Collaboration on many levels, among the leadership and staff
-A diverse funding base
 
In addition, the partners recognized that the partnerships have to serve
the partners as well as the community (one partner described it as
"mutual self-interest"). 
 
One result of many of partnerships we studied was increased community
awareness of and support for adult literacy.  For more details about how
and why these partnerships work, you might want to look at Commitment
Comes in All Shapes and Sizes, a report that summarizes our findings
http://www.c-pal.net/profiles/synthesis.html.
 
It would be hard to select just one example from these partnerships.
They're all so different. Some focus on the needs of immigrant and
refugees (Heide you might be particularly interested in the Juntos
partnership and the Cedar Riverside Adult Education Collaborative), some
are part of  a statewide initiative, one is library-based, some are
business-driven, some focus on correctional education, and some offer
family literacy programs.  Some include one provider and others include
several (publicly funded as well as community-based non-profits).  Some
are the hub of multiple partnerships (like Palm Beach County Literacy
Coalition), and others involve a single partnership.
 
To view a list of the partnerships that includes brief descriptions and
links to the full reports see http://www.c-pal.net/profiles/index.html
 
 
Thanks.
 
Kathy
 
 
On Monday, June 25, 2007 8:20 PM, Wrigley, Heide
<heide at literacywork.com> wrote:
>Hi, Kathy! Nice to see you on-line. 
> 
>Kathy is there a particular community that stands out in your
>study as having a particularly successful collaboration? I'm
>knee deep in issues around immigrant integration and I wonder
>what particular approaches create a win-win situation for all
>community partners. 
> 
>I'm aware of partnerships that are in name only, as everyone
>gets together ostensibly to collaborate but then nothing much
>happens beyond talk. As a panelist at the Spokane conference on
>transitions mentioned (and I paraphrase)"agencies often want
>others to collaborate but are unwilling to give on turf issues.
>The message sent is - we'll be happy to use your money to do
>something special, but we need all of our monies to do what we
>are already doing. Partners need to realize that on some issues
>you come out ahead in a collaboration and in others you don't."
> 
>The question is of course for the entire list: What does it
>take to build successful partnerships around a common goal and
>what are examples of partnerships that work because there is
>significant "value added" through the collaboration that
>results in better opportunities for community members. 
> 
>Cheers 
> 
>Heide 
> 
>Heide Spruck Wrigley 
>LiteracyWork International 
>Mesilla, New Mexico 
> 
>-----Original Message-----
>From: specialtopics-bounces at nifl.gov
>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
>Sent: Monday, June 25, 2007 12:53 PM
>To: specialtopics at nifl.gov
>Subject: [SpecialTopics 341] Re: Community Literacy Discussion
>Begins
> 
>Hi everyone. David, thank you for convening this discussion and
>inviting me to participate.  
> 
>In the Community Partnerships for Adult Learning (C-PAL) study
>of community partnerships that support adult education, we
>found that community literacy looks quite different from
>community to community (see
>http://www.c-pal.net/profiles/index.html).  For example, there
>are a variety of types of organizations that partner and may
>include one or several providers; they may serve a specific
>population or anyone in the community with adult literacy or
>English language and literacy needs; some have formal
>agreements but others have no infrastructure. That said, they
>share a common commitment to adult learners in need of literacy
>services. Many recognize the connections between adult
>literacy, workforce development, and economic development.  The
>purpose of these partnerships is to increase the availability
>and quality of adult education and other literacy services.
> 
>In the partnerships we studied, the partners who come together
>to support adult literacy include: adult education providers
>(local school systems, community colleges, libraries,
>community-based and faith-based organizations, public housing
>facilities, correctional facilities, etc.), businesses, state
>and local government, workforce development and social service
>agencies, public housing facilities, and other community
>organizations.
> 
>Hope this is helpful.
> 
>Kathy Chernus
> 
> 
>On Sunday, June 24, 2007 7:29 PM, David J. Rosen <djrosen at comcast.net>
wrote:
>> 
>>Dear Community Literacy Discussion Colleague,
>> 
>> 
>>On Monday we begin a discussion of adult and family community
>>literacy. First I would like to thank our guests: Margaret
>>Doughty, Carl Guerriere, Petrice Sams- Abiodun, Darlene
>>Kostrub, Jeff Carter, and Kathy Chernus. You can learn more
>>about them by going to http://tinyurl.com/23nvye )
>> 
>> 
>>Here's how the National Institute for Literacy Special Topics
>>discussion list works:
>> 
>> 
>>* A discussion opens and a few days later it closes.  Between
>>discussions there are usually no messages posted until the next
>>discussion is ready to begin.
>> 
>> 
>>* A discussion is carried on by e-mail. As a subscriber all of
>>the messages will be sent to your e-mail.  These might include
>>information, questions, replies to questions, comments and
>>expansions, further explanations, requests for more detail,
>>comments on other perspectives, and more. Sometimes a
>>discussion with guests consists of just questions to the guests
>>and their answers, but I will try to encourage real discussion,
>>especially since we have other experts in community literacy
>>among our participants.  
>> 
>> 
>>* You will probably get a lot of e-mail from the Special Topics
>>discussion list each day for the next five days!  You might
>>decide to skim the messages, read through the ones that
>>especially interest you, and save the rest to read later.
>Every message is also archived at 
>>http://www.nifl.gov/pipermail/specialtopics/2007/date.html  
>> 
>> 
>>* You can get all the day's postings in one message each day,
>>in "digest format".  To find out how you can set your subscription to
do that, go to
>>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>> 
>> 
>>* When you want to send a message, email it to
>>specialtopics at nifl.gov and it will go out to everyone who has
>>subscribed. Please check before you send it that the Subject
>>line of the message is correct for your message, that is, if
>>your message is a continuation of a discussion strand, leave it
>>as is; however, if you are introducing a new topic or strand,
>>then give it a Subject title that concisely and accurately
>>reflects the new content area of your message.
>> 
>> 
>>We have several hundred people who are subscribed for this
>>discussion, so we won't do introductions of participants. The
>>bios at http://tinyurl.com/23nvye are your introductions to our
>>guests.  We have a lot of questions to discuss this week -- and
>>you may want to post more questions -- so we'll get started now
>>with the questions below to our quests.
>> 
>> 
>>We'll begin by discussing what Community Literacy is.  There
>>will be many variations on the definition, of course, and 
>>definitions in this discussion will focus on adult and family
>>community literacy, not just schools reaching out to engage
>>parents in the literacy of their children.
>> 
>> 
>>I would like to ask our guests to address the following
>>question from their experience, from research,  and/or from
>>their professional wisdom:
>> 
>> 
>>What is Community Literacy?
>> 
>>* What does community adult and family literacy mean?
>> 
>>* What are the purposes and goals of community literacy?
>> 
>>* Why is community literacy important?
>> 
>>* Typically, who are the key community literacy stake holders?
>> 
>> 
>>On Tuesday we will go on to this question:  How are Community
>>Literacy Coalitions Developed and Sustained?
>>I will also post subscribers' messages from Monday with their
>>thoughts about what community literacy is. 
>> 
>> 
>>David J. Rosen
>>Special Topics Discussion Moderator
>>djrosen at comcast.net
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go
>>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>Email delivered to kchernus at mprinc.com
>> 
> 
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to heide at literacywork.com
> 
-- 
Kathy Chernus
Director, Adult Education and Literacy
MPR Associates, Inc.
2401 Pennsylvania Avenue, NW
Suite 410
Washington, DC 20037
202/478-1027 x 102
www.mprinc.com
 
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From heide at literacywork.com  Fri Jun 29 23:09:34 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Fri, 29 Jun 2007 23:09:34 -0400
Subject: [SpecialTopics 428]  what counts as success?
In-Reply-To: <1118505156kchernus@mprinc.com>
Message-ID: <FC296284F724334392D3C7D22CC4F2216DC573@ntxbeus09.exchange.xchg>

Hi, again Kathy, Margaret, David and all  

I haven't seen any write- ups, but when we did the evaluation and
capacity building work with AmeriCorps, Washington worked really hard
with a number of experts at setting up a reporting system focused on
outcomes that mattered in a community. The system tried to capture
different kinds of outputs (trees planted, kids tutored, immigrants
taught) while at the same time focusing on the difference that inputs
and outputs achieved (better parks that the community actually used,
kids being able to make sense of and respond to new books they would not
have attempted before (although standardized test scores may not have
gone up significantly), immigrants new to English engaging in
conversations with native speakers where they would have been afraid
before. They also looked at short term outcomes (the ones I just listed)
and long term outcomes - focusing on the kind of contribution individual
programs could make to the greater good. A number of agencies could get
credit for the same outcome as long as they worked collaboratively
toward the change they were able to identify. 

I think quite often good employers or those involved in community
development have a better sense of what counts as success (or what
should count)than testing experts who may start with what's measurable
and not with what really matters in the larger scheme of things. 

Have a wonderful weekend all and thanks for the thoughtful discussion
this week. 

Heide 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
Sent: Friday, June 29, 2007 5:07 PM
To: specialtopics at nifl.gov; Louise Wiener;
specialtopics-bounces at nifl.gov
Subject: [SpecialTopics 425] Re: change in social indicators as a
measure ofcommunity literacy

I agree, it's a great idea and badly needed. We found that demonstrating
community-based literacy outcomes was one of the most challenging issues
for the partnerships we studied. Partners find it difficult to collect
and use data because required reporting takes place on multiple and
incompatible data systems (i.e.g the NRS, WIA I, TANF, local and state
reporting systems, etc.). As a result, the partnerships generally aren't
able to document how many more learners received services because of the
partnership, changes in the economic well-being of their communities,
nor pinpoint and address problems or gaps in services. Client
confidentiality issues also impede sharing of data among partners, an
issue that affects no only reporting and data collection but also
coordination of services. 

The businesses that are helping us develop the Community Partnerships
Guide for Businesses have said that the type of evidence described by
Jon and Heide is necessary to encourage more businesses to become
involved in adult literacy.

Thanks everyone. Kathy

On Friday, June 29, 2007 4:59 PM, Louise Wiener <lwiener at llfinc.org>
wrote:
>What a great idea this is!  Incorporating literacy into broader
community
>scales may really be critical to gaining broader understanding
>and support.
>
>-- 
>Louise W. Wiener, Chairman of the Board
>    Learning and Leadership in Families
>    2701 12th Street NE
>    Washington, DC 20018
>
>    Mobile Phone: 301-213-6516
>    Office Phone: 202-243-7783
>    Website: www.LLFinc.org
>    Email: lwiener at LLFinc.org
>
>    United Way / CFC # 8981
>On 6/29/07 4:43 PM, "Wrigley, Heide" <heide at literacywork.com>
>wrote:
>
>> Hi, Jon and others - I think developing sustainability indicators and
>> then measuring change along various dimensions is an excellent idea.
In
>> the evaluations for AmeriCorps, we looked at the contributions that
>> literacy providers made to the overall health of a community, since
>> literacy couldn't very well take credit for all positive changes in a
>> community. 
>> 
>> In the last few years, we've been working with the California
Community
>> Development Matrix (developed in Minnesota originally, I believe).
This
>> matrix offers a scale continuum along which which community members
may
>> fall. The continuum ranges from "in crisis" to "thriving" with
various
>> points in between (vulnerable, stable). The matrix addresses various
>> dimensions (health, housing, employment)and contains a matrix with
>> descriptors for each level. While "education" is included, literacy
(or
>> English language proficiency is not).
>> 
>> I think scales and rubrics of this sort can be adapted to include
>> literacy and English proficiency and your example of the social
>> indicators are a great example of how literacy can be made visible as
>> one factor that contributes to community health
>> 
>> Cheers 
>> 
>> Heide
>> 
>> Heide Spruck Wrigley
>> New Mexico  
>> 
>> -----Original Message-----
>> From: specialtopics-bounces at nifl.gov
>> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Jon Engel
>> Sent: Friday, June 29, 2007 11:20 AM
>> To: specialtopics at nifl.gov
>> Subject: [SpecialTopics 414] Re: What would be required to measure
>> CommunityLiteracy Impact?
>> 
>> Good Afternoon,
>> 
>> Measuring literacy levels across communities is indeed difficult.  I
>> know of
>> no other resources other than thee census and NALS/NAAL.  However,
>> Austin
>> and Central Texas has a really great project that I wonder if other
>> communities might have.
>> 
>> It is called the Central Texas Sustainability Indicators Project, and
it
>> releases a data report every other year.  The report has developed
>> "sustainability indicators" across several domains such as public
>> safety,
>> education and children, social equity, civic engagement, economy,
>> health,
>> environment, and land use and mobility.  The report utilizes hard
data
>> sources and a locally designed phone survey.
>> 
>> The 2006 reported that 30% of the population reported that they felt
>> limited
>> "a great deal" by their lack of English proficiency in their day to
day
>> activities.  The report stated that the trend was "worsening" and
that
>> the
>> community needed to "take action".
>> 
>> You should be able to see the report at www.centex-indicators.org
>> 
>> Jon Engel
>> 
>> 
>> -----Original Message-----
>> From: specialtopics-bounces at nifl.gov
>> [mailto:specialtopics-bounces at nifl.gov]
>> On Behalf Of Janet Isserlis
>> Sent: Thursday, June 28, 2007 8:11 AM
>> To: specialtopics at nifl.gov
>> Subject: [SpecialTopics 394] Re: What would be required to measure
>> Community
>> Literacy Impact?
>> 
>> David and all,
>> 
>> Interesting question.  Without rehashing the complex arguments and
>> elements
>> of the 'validity' of the NALS or NAAL, I'm wondering if folks working
>> in,
>> say, health or community development/housing - have formal or
informal
>> measures of the literacy strengths of their constituents.
>> 
>> In other words, does the fact that service providers/community
workers
>> might
>> proactively utilize plain language (because plain language, like
>> universal
>> design, is just good for everyone),  multiple languages (brochures,
>> posters,
>> etc) and otherwise might be thinking about literacy and communication
>> issues
>> -- does all of this indicate a sense of communities' literacy
abilities
>> AND
>> a sense of the critical need to be mindful of literacy/communication
>> across
>> service provision areas?
>> 
>> I realize this is not gold standard science, but I am curious to see
if
>> there has been any shift in communication by service providers.  As
>> well,
>> how does literacy happen all the time away from literacy provision?
>> (Think
>> New Literacy Studies - Hamilton, Barton; think  (Arlene) Hannah
>> Fingeret's
>> social networks, think community literacy itself.
>> 
>> Community literacy maybe encompasses communities' strengths and
>> abilities so
>> that communities themselves have access, options, and (?) degrees of
>> power?
>> 
>> This, of course, is difficult to measure.
>> 
>> Janet Isserlis
>> 
>>> From: "David J. Rosen" <djrosen at comcast.net>
>>> Reply-To: <specialtopics at nifl.gov>
>>> Date: Thu, 28 Jun 2007 07:48:23 -0400
>>> To: <specialtopics at nifl.gov>
>>> Subject: [SpecialTopics 393] What would be required to measure
>> Community
>>> Literacy Impact?
>>> 
>>> Community Literacy Colleagues,
>>> 
>>> Since we are looking at outcomes and impact of community literacy
>>> today, let's consider what a city would need to measure the impact
of
>>> a major citywide community literacy effort.  One important measure
>>> might be the literacy level of city residents.  At present, the only
>>> ways I am aware of to measure that for adults are:
>>> 
>>> 1) Census data,  and
>>> 2) The NALS or NAAL
>>> 
>>> The census, however,  measures the years of school completed, not
the
>>> adult literacy level. The NALS, NAAL, and the next national
>>> assessment, each measure a scientific sample of adults, but so far
>>> this assessment has not been conducted in cities, only in a handful
>>> states, and it is costly -- several hundred thousand dollars, I
>>> believe.  Are there other adult literacy assessments that we should
>>> be aware of that measure a random sample residents -- not just those
>>> enrolled in programs? Are there plans for a new -- or modified
>>> assessment -- a new urban NAAL, for example -- that could meet this
>>> need?
>>> 
>>> David J. Rosen
>>> Special Topics Discussion Leader
>>> djrosen at comcast.net
>>> 
>>> 
>>> David J. Rosen
>>> djrosen at comcast.net
>>> 
>>> 
>>> 
>>> -------------------------------
>>> National Institute for Literacy
>>> Special Topics mailing list
>>> SpecialTopics at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>> Email delivered to janet_isserlis at brown.edu
>> 
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to jengel at communityaction.com
>> 
>> 
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to heide at literacywork.com
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to lwiener at llfinc.org
>> 
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

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From djrosen at comcast.net  Fri Jun 29 23:17:08 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 29 Jun 2007 23:17:08 -0400
Subject: [SpecialTopics 429]  Community Literacy Discussion Wrap Up
Message-ID: <CB235B7C-842A-42E0-918C-4BF23126FE37@comcast.net>

Community Literacy Discussion Colleagues,

You are welcome to post more comments through Monday, if you wish.   
After Monday, no more messages will be posted until the next  
discussion begins.

I want to thank Margaret Doughty, Kathy Chernus, Darlene Kostrub,  
Carl Guerierre, and Jeff Carter for sharing their experience with us.  
I am not sure what happened to Petrice Sams-Abiodun, but I hope that  
she will be able to join us in a future discussion. This discussion  
attracted more new subscribers than any previous Special Topics  
discussion -- over 200 people --  and as you are aware, it was lively  
and informative.  We have not addressed all the questions in the  
depth that some of us would have liked, so perhaps this is a topic  
that we should re-visit soon, but we have certainly covered a lot a  
ground, have a better handle on what community literacy means, have  
several concrete examples of community literacy coalitions, and have  
some tantalizing ideas about how to measure its outcomes and impact.

In case you want to re-read parts or all of the community literacy  
discussion, it is archived at
http://www.nifl.gov/pipermail/specialtopics/2007/date.html

The next scheduled Special Topics discussion will begin Monday, July  
23rd.  Dr. John  Tyler will join us then to discuss his research on  
GED outcomes.  In August and September we will have discussions on  
the NCSALL numeracy study with Dr. Mary Jane Schmitt, Dr. Lynda  
Ginsburg, and Myrna Manley; and Dr. John Comings and I will discuss  
-- and I hope define -- professional wisdom -- and how our field can  
identify and make good use of it. I hope you will stay subscribed to  
join us for those discussions.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From smith.john.gayle at cox.net  Sat Jun 30 10:22:00 2007
From: smith.john.gayle at cox.net (John and Gayle Smith)
Date: Sat, 30 Jun 2007 09:22:00 -0500
Subject: [SpecialTopics 430]  BUILDING SUCCESS
Message-ID: <002201c7bb22$065da0f0$08d9cf48@computeruser>

A theme I've been trying to promote is titled BUILDING SUCCESS.  The "building" is a stack of books on end, with each "book end" being a part of the structure of the building with a level of education.  

As part of a community effort, the graph "building only" could be used, HOWEVER, the issue of adult low-level literacy begins with the foundation and items to the right of the building.  

I have ideas for an all-level community initiative.  If anyone's interested, I'd be happy to share my thoughts and get your thoughts as well.  

Gayle Smith
Early Literacy Volunteer
Baton Rouge, LA
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From alcdgg at langate.gsu.edu  Sat Jun 30 12:15:02 2007
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Sat, 30 Jun 2007 12:15:02 -0400
Subject: [SpecialTopics 431] Re: Community Literacy Discussion Wrap Up
Message-ID: <468649460200003100028287@mailsrv4.gsu.edu>

I would like to thank David for organizing this discussion, and to Margaret, Kathy, Darlene, Carl, and Jeff for helping lead the way as we try to organize communities to mobilize and work together towards literacy goals. I do hope that this discussion can continue at some point. As David noted, it was a lively and very informative discussion, and yet, much still needs to be discussed and in greater depth. I think that issues of how to get coalitions started, how to assess progress, how to apply for and share funding sources are all critical topics that need a public forum such as this one. I am pleased that NIFL hosted a community literacy summit, I am pleased that there is a community literacy journal, and I am pleased that there was a special topics discussion devoted to community literacy. What about next steps? I am wondering if an annual community literacy conference hosted by NIFL would help? Perhaps a NIFL discussion list devoted to community literacy? I think that a momentum is slowly being created, I think that the time is right, and I think that community literacy may be the way to finally get the type of attention so many of us in the field seek from policy makers and funders. I really hope that there is a next step!
Daphne
Georgia State University

>>> "David J. Rosen" <djrosen at comcast.net> 06/29/07 11:17 PM >>>
Community Literacy Discussion Colleagues,

You are welcome to post more comments through Monday, if you wish.   
After Monday, no more messages will be posted until the next  
discussion begins.

I want to thank Margaret Doughty, Kathy Chernus, Darlene Kostrub,  
Carl Guerierre, and Jeff Carter for sharing their experience with us.  
I am not sure what happened to Petrice Sams-Abiodun, but I hope that  
she will be able to join us in a future discussion. This discussion  
attracted more new subscribers than any previous Special Topics  
discussion -- over 200 people --  and as you are aware, it was lively  
and informative.  We have not addressed all the questions in the  
depth that some of us would have liked, so perhaps this is a topic  
that we should re-visit soon, but we have certainly covered a lot a  
ground, have a better handle on what community literacy means, have  
several concrete examples of community literacy coalitions, and have  
some tantalizing ideas about how to measure its outcomes and impact.

In case you want to re-read parts or all of the community literacy  
discussion, it is archived at
http://www.nifl.gov/pipermail/specialtopics/2007/date.html

The next scheduled Special Topics discussion will begin Monday, July  
23rd.  Dr. John  Tyler will join us then to discuss his research on  
GED outcomes.  In August and September we will have discussions on  
the NCSALL numeracy study with Dr. Mary Jane Schmitt, Dr. Lynda  
Ginsburg, and Myrna Manley; and Dr. John Comings and I will discuss  
-- and I hope define -- professional wisdom -- and how our field can  
identify and make good use of it. I hope you will stay subscribed to  
join us for those discussions.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to dgreenberg at gsu.edu

From doughtyhrc at aol.com  Sat Jun 30 15:32:27 2007
From: doughtyhrc at aol.com (doughtyhrc at aol.com)
Date: Sat, 30 Jun 2007 15:32:27 -0400
Subject: [SpecialTopics 432] Re: Community Literacy Discussion Wrap Up
In-Reply-To: <468649460200003100028287@mailsrv4.gsu.edu>
References: <468649460200003100028287@mailsrv4.gsu.edu>
Message-ID: <8C98964869BDED0-AEC-9F53@webmail-dd13.sysops.aol.com>

It was great to hear all the different opinions, ideas and needs that people have expressed during the week and yes, it does demonstrate that although much good work is being accomplished in community literacy there is a great deal to do.? Darlene, the project you mentioned was the literacy coalition evaluation system project funded by Dollar General.? My understanding is that with some sections complete and others close to ready for a pilot it is a project that could be moved forward.? Certainly some of the ideas generated in this discussion would help to structure the pilot and take advantage of some of Heide's ideas as well.? Let's keep this part of the conversation moving forward.

Margaret

-----Original Message-----
From: Daphne Greenberg <alcdgg at langate.gsu.edu>
To: specialtopics at nifl.gov
Sent: Sat, 30 Jun 2007 5.15pm
Subject: [SpecialTopics 431] Re: Community Literacy Discussion Wrap Up

I would like to thank David for organizing this discussion, and to Margaret, 
Kathy, Darlene, Carl, and Jeff for helping lead the way as we try to organize 
communities to mobilize and work together towards literacy goals. I do hope that 
this discussion can continue at some point. As David noted, it was a lively and 
very informative discussion, and yet, much still needs to be discussed and in 
greater depth. I think that issues of how to get coalitions started, how to 
assess progress, how to apply for and share funding sources are all critical 
topics that need a public forum such as this one. I am pleased that NIFL hosted 
a community literacy summit, I am pleased that there is a community literacy 
journal, and I am pleased that there was a special topics discussion devoted to 
community literacy. What about next steps? I am wondering if an annual community 
literacy conference hosted by NIFL would help? Perhaps a NIFL discussion list 
devoted to community literacy? I think that a m
 omentum is slowly being created, I think that the time is right, and I think 
that community literacy may be the way to finally get the type of attention so 
many of us in the field seek from policy makers and funders. I really hope that 
there is a next step!
Daphne
Georgia State University

>>> "David J. Rosen" <djrosen at comcast.net> 06/29/07 11:17 PM >>>
Community Literacy Discussion Colleagues,

You are welcome to post more comments through Monday, if you wish.   
After Monday, no more messages will be posted until the next  
discussion begins.

I want to thank Margaret Doughty, Kathy Chernus, Darlene Kostrub,  
Carl Guerierre, and Jeff Carter for sharing their experience with us.  
I am not sure what happened to Petrice Sams-Abiodun, but I hope that  
she will be able to join us in a future discussion. This discussion  
attracted more new subscribers than any previous Special Topics  
discussion -- over 200 people --  and as you are aware, it was lively  
and informative.  We have not addressed all the questions in the  
depth that some of us would have liked, so perhaps this is a topic  
that we should re-visit soon, but we have certainly covered a lot a  
ground, have a better handle on what community literacy means, have  
several concrete examples of community literacy coalitions, and have  
some tantalizing ideas about how to measure its outcomes and impact.

In case you want to re-read parts or all of the community literacy  
discussion, it is archived at
http://www.nifl.gov/pipermail/specialtopics/2007/date.html

The next scheduled Special Topics discussion will begin Monday, July  
23rd.  Dr. John  Tyler will join us then to discuss his research on  
GED outcomes.  In August and September we will have discussions on  
the NCSALL numeracy study with Dr. Mary Jane Schmitt, Dr. Lynda  
Ginsburg, and Myrna Manley; and Dr. John Comings and I will discuss  
-- and I hope define -- professional wisdom -- and how our field can  
identify and make good use of it. I hope you will stay subscribed to  
join us for those discussions.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to dgreenberg at gsu.edu

-------------------------------
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SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to doughtyhrc at aol.com

________________________________________________________________________
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From doughtyhrc at aol.com  Sat Jun 30 15:46:26 2007
From: doughtyhrc at aol.com (doughtyhrc at aol.com)
Date: Sat, 30 Jun 2007 15:46:26 -0400
Subject: [SpecialTopics 433] Re: Community Literacy Discussion Wrap Up
In-Reply-To: <CB235B7C-842A-42E0-918C-4BF23126FE37@comcast.net>
References: <CB235B7C-842A-42E0-918C-4BF23126FE37@comcast.net>
Message-ID: <8C989667AE9A93A-AEC-9FAC@webmail-dd13.sysops.aol.com>

David - I'd?also like to add thanks to you for hosting the conversation.? In addition I'd like to invite all the participants on the list to two other community literacy activities.? First of all I am working with ProLiteracy on a Community Literacy Workshop Series?for the?November conference in Alexandria, VA.? Please let me know offline if you'd like details of the series - you will see all the sessions shortly when the conference program is finalized.? The second invitation is to a national community literacy conference that will take place in Memphis in March.? Literacy Powerline is hosting it with sponsors, Mid-South Reads, and many of those participating in this list discussion will be involved in sessions. 

Daphne - I agree that the follow up is critical to keep the ball rolling.? In discussion with NIFL I understand that there is a request to continue to keep community literacy on the front burner and that some action steps are being planned after the Summit.? To all at NIFL: ?thanks for the work you are doing to support those of us in the field - we look forward to hearing the next steps.

Margaret

-----Original Message-----
From: David J. Rosen <djrosen at comcast.net>
To: specialtopics at nifl.gov
Sent: Sat, 30 Jun 2007 4.17am
Subject: [SpecialTopics 429] Community Literacy Discussion Wrap Up

Community Literacy Discussion Colleagues,

You are welcome to post more comments through Monday, if you wish.   
After Monday, no more messages will be posted until the next  
discussion begins.

I want to thank Margaret Doughty, Kathy Chernus, Darlene Kostrub,  
Carl Guerierre, and Jeff Carter for sharing their experience with us.  
I am not sure what happened to Petrice Sams-Abiodun, but I hope that  
she will be able to join us in a future discussion. This discussion  
attracted more new subscribers than any previous Special Topics  
discussion -- over 200 people --  and as you are aware, it was lively  
and informative.  We have not addressed all the questions in the  
depth that some of us would have liked, so perhaps this is a topic  
that we should re-visit soon, but we have certainly covered a lot a  
ground, have a better handle on what community literacy means, have  
several concrete examples of community literacy coalitions, and have  
some tantalizing ideas about how to measure its outcomes and impact.

In case you want to re-read parts or all of the community literacy  
discussion, it is archived at
http://www.nifl.gov/pipermail/specialtopics/2007/date.html

The next scheduled Special Topics discussion will begin Monday, July  
23rd.  Dr. John  Tyler will join us then to discuss his research on  
GED outcomes.  In August and September we will have discussions on  
the NCSALL numeracy study with Dr. Mary Jane Schmitt, Dr. Lynda  
Ginsburg, and Myrna Manley; and Dr. John Comings and I will discuss  
-- and I hope define -- professional wisdom -- and how our field can  
identify and make good use of it. I hope you will stay subscribed to  
join us for those discussions.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to doughtyhrc at aol.com

________________________________________________________________________
Get a FREE AOL Email account with 2GB of storage.  Plus, share and store photos and experience exclusively recorded live music Sessions from your favourite artists. Find out more at http://info.aol.co.uk/joinnow/?ncid=548.
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From sdowney at udc.edu  Sat Jun 30 18:22:22 2007
From: sdowney at udc.edu (Downey, Stacey)
Date: Sat, 30 Jun 2007 18:22:22 -0400
Subject: [SpecialTopics 434] Re: change in social indicators as a measure
	ofcommunity literacy
Message-ID: <E4B444E3F870C944B64745E562D5518A55D85D@udc106.firebirds.udc.edu>

Sent with Wireless Sync from Verizon Wireless

---- Original Message ----
From: "Wrigley, Heide" <heide at literacywork.com>
Date: 6/29/07 4:43 pm
To: "specialtopics at nifl.gov" <specialtopics at nifl.gov>
Subj: [SpecialTopics 417] change in social indicators as a measure ofcommunity literacy
Hi, Jon and others - I think developing sustainability indicators and
then measuring change along various dimensions is an excellent idea. In
the evaluations for AmeriCorps, we looked at the contributions that
literacy providers made to the overall health of a community, since
literacy couldn't very well take credit for all positive changes in a
community. 

In the last few years, we've been working with the California Community
Development Matrix (developed in Minnesota originally, I believe). This
matrix offers a scale continuum along which which community members may
fall. The continuum ranges from "in crisis" to "thriving" with various
points in between (vulnerable, stable). The matrix addresses various
dimensions (health, housing, employment)and contains a matrix with
descriptors for each level. While "education" is included, literacy (or
English language proficiency is not). 

I think scales and rubrics of this sort can be adapted to include
literacy and English proficiency and your example of the social
indicators are a great example of how literacy can be made visible as
one factor that contributes to community health 

Cheers 

Heide

Heide Spruck Wrigley
New Mexico  

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Jon Engel
Sent: Friday, June 29, 2007 11:20 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 414] Re: What would be required to measure
CommunityLiteracy Impact?

Good Afternoon,

Measuring literacy levels across communities is indeed difficult.  I
know of
no other resources other than thee census and NALS/NAAL.  However,
Austin
and Central Texas has a really great project that I wonder if other
communities might have.

It is called the Central Texas Sustainability Indicators Project, and it
releases a data report every other year.  The report has developed
"sustainability indicators" across several domains such as public
safety,
education and children, social equity, civic engagement, economy,
health,
environment, and land use and mobility.  The report utilizes hard data
sources and a locally designed phone survey. 

The 2006 reported that 30% of the population reported that they felt
limited
"a great deal" by their lack of English proficiency in their day to day
activities.  The report stated that the trend was "worsening" and that
the
community needed to "take action".

You should be able to see the report at www.centex-indicators.org

Jon Engel
 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Janet Isserlis
Sent: Thursday, June 28, 2007 8:11 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 394] Re: What would be required to measure
Community
Literacy Impact?

David and all,

Interesting question.  Without rehashing the complex arguments and
elements
of the 'validity' of the NALS or NAAL, I'm wondering if folks working
in,
say, health or community development/housing - have formal or informal
measures of the literacy strengths of their constituents.

In other words, does the fact that service providers/community workers
might
proactively utilize plain language (because plain language, like
universal
design, is just good for everyone),  multiple languages (brochures,
posters,
etc) and otherwise might be thinking about literacy and communication
issues
-- does all of this indicate a sense of communities' literacy abilities
AND
a sense of the critical need to be mindful of literacy/communication
across
service provision areas?

I realize this is not gold standard science, but I am curious to see if
there has been any shift in communication by service providers.  As
well,
how does literacy happen all the time away from literacy provision?
(Think
New Literacy Studies - Hamilton, Barton; think  (Arlene) Hannah
Fingeret's
social networks, think community literacy itself.

Community literacy maybe encompasses communities' strengths and
abilities so
that communities themselves have access, options, and (?) degrees of
power?

This, of course, is difficult to measure.

Janet Isserlis

> From: "David J. Rosen" <djrosen at comcast.net>
> Reply-To: <specialtopics at nifl.gov>
> Date: Thu, 28 Jun 2007 07:48:23 -0400
> To: <specialtopics at nifl.gov>
> Subject: [SpecialTopics 393] What would be required to measure
Community
> Literacy Impact?
> 
> Community Literacy Colleagues,
> 
> Since we are looking at outcomes and impact of community literacy
> today, let's consider what a city would need to measure the impact of
> a major citywide community literacy effort.  One important measure
> might be the literacy level of city residents.  At present, the only
> ways I am aware of to measure that for adults are:
> 
> 1) Census data,  and
> 2) The NALS or NAAL
> 
> The census, however,  measures the years of school completed, not the
> adult literacy level. The NALS, NAAL, and the next national
> assessment, each measure a scientific sample of adults, but so far
> this assessment has not been conducted in cities, only in a handful
> states, and it is costly -- several hundred thousand dollars, I
> believe.  Are there other adult literacy assessments that we should
> be aware of that measure a random sample residents -- not just those
> enrolled in programs? Are there plans for a new -- or modified
> assessment -- a new urban NAAL, for example -- that could meet this
> need?
> 
> David J. Rosen
> Special Topics Discussion Leader
> djrosen at comcast.net
> 
> 
> David J. Rosen
> djrosen at comcast.net
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to janet_isserlis at brown.edu

-------------------------------
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To unsubscribe or change your subscription settings, please go to
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Email delivered to jengel at communityaction.com

-------------------------------
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To unsubscribe or change your subscription settings, please go to
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Email delivered to heide at literacywork.com
-------------------------------
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To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to sdowney at udc.edu

From kchernus at mprinc.com  Sat Jun 30 23:11:26 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 30 Jun 2007 23:11:26 -0400
Subject: [SpecialTopics 435] Re: Community Literacy Discussion Wrap Up
Message-ID: <1118580135kchernus@mprinc.com>

Thanks, everyone. It was a great discussion and I learned alot that will inform our continuing work on community partnerships. Best to all. Kathy

On Friday, June 29, 2007 11:17 PM, David J. Rosen <djrosen at comcast.net> wrote:
>Community Literacy Discussion Colleagues,
>
>You are welcome to post more comments through Monday, if you wish.   
>After Monday, no more messages will be posted until the next  
>discussion begins.
>
>I want to thank Margaret Doughty, Kathy Chernus, Darlene Kostrub,  
>Carl Guerierre, and Jeff Carter for sharing their experience with us.  
>I am not sure what happened to Petrice Sams-Abiodun, but I hope that  
>she will be able to join us in a future discussion. This discussion  
>attracted more new subscribers than any previous Special Topics  
>discussion -- over 200 people --  and as you are aware, it was lively  
>and informative.  We have not addressed all the questions in the  
>depth that some of us would have liked, so perhaps this is a topic  
>that we should re-visit soon, but we have certainly covered a lot a  
>ground, have a better handle on what community literacy means, have  
>several concrete examples of community literacy coalitions, and have  
>some tantalizing ideas about how to measure its outcomes and
>impact.
>
>In case you want to re-read parts or all of the community literacy  
>discussion, it is archived at
>http://www.nifl.gov/pipermail/specialtopics/2007/date.html
>
>The next scheduled Special Topics discussion will begin Monday, July  
>23rd.  Dr. John  Tyler will join us then to discuss his research on  
>GED outcomes.  In August and September we will have discussions on  
>the NCSALL numeracy study with Dr. Mary Jane Schmitt, Dr. Lynda  
>Ginsburg, and Myrna Manley; and Dr. John Comings and I will discuss  
>-- and I hope define -- professional wisdom -- and how our field can  
>identify and make good use of it. I hope you will stay subscribed to  
>join us for those discussions.
>
>David J. Rosen
>Special Topics Discussion Moderator
>djrosen at comcast.net
>
>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

From kchernus at mprinc.com  Sat Jun 30 23:11:28 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 30 Jun 2007 23:11:28 -0400
Subject: [SpecialTopics 436] Re: what counts as success?
Message-ID: <1118580430kchernus@mprinc.com>

Hi Heide. Would you let us know where we might be able to learn more about the evaluation you did with AmeriCorps? This would be very useful to the communities we've been working with and I'm sure others. Thanks and have a great weekend! Kathy

On Friday, June 29, 2007 11:09 PM, Wrigley, Heide <heide at literacywork.com> wrote:
>Hi, again Kathy, Margaret, David and all  
>
>I haven't seen any write- ups, but when we did the evaluation and
>capacity building work with AmeriCorps, Washington worked really hard
>with a number of experts at setting up a reporting system focused on
>outcomes that mattered in a community. The system tried to capture
>different kinds of outputs (trees planted, kids tutored, immigrants
>taught) while at the same time focusing on the difference that inputs
>and outputs achieved (better parks that the community actually used,
>kids being able to make sense of and respond to new books they would not
>have attempted before (although standardized test scores may not have
>gone up significantly), immigrants new to English engaging in
>conversations with native speakers where they would have been afraid
>before. They also looked at short term outcomes (the ones I just listed)
>and long term outcomes - focusing on the kind of contribution individual
>programs could make to the greater good. A number of agencies could get
>credit for the same outcome as long as they worked collaboratively
>toward the change they were able to identify. 
>
>I think quite often good employers or those involved in community
>development have a better sense of what counts as success (or what
>should count)than testing experts who may start with what's measurable
>and not with what really matters in the larger scheme of
>things. 
>
>Have a wonderful weekend all and thanks for the thoughtful discussion
>this week. 
>
>Heide 
>
>
>-----Original Message-----
>From: specialtopics-bounces at nifl.gov
>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
>Sent: Friday, June 29, 2007 5:07 PM
>To: specialtopics at nifl.gov; Louise Wiener;
>specialtopics-bounces at nifl.gov
>Subject: [SpecialTopics 425] Re: change in social indicators as a
>measure ofcommunity literacy
>
>I agree, it's a great idea and badly needed. We found that demonstrating
>community-based literacy outcomes was one of the most challenging issues
>for the partnerships we studied. Partners find it difficult to collect
>and use data because required reporting takes place on multiple and
>incompatible data systems (i.e.g the NRS, WIA I, TANF, local and state
>reporting systems, etc.). As a result, the partnerships generally aren't
>able to document how many more learners received services because of the
>partnership, changes in the economic well-being of their communities,
>nor pinpoint and address problems or gaps in services. Client
>confidentiality issues also impede sharing of data among partners, an
>issue that affects no only reporting and data collection but also
>coordination of services. 
>
>The businesses that are helping us develop the Community Partnerships
>Guide for Businesses have said that the type of evidence described by
>Jon and Heide is necessary to encourage more businesses to become
>involved in adult literacy.
>
>Thanks everyone. Kathy
>
>On Friday, June 29, 2007 4:59 PM, Louise Wiener <lwiener at llfinc.org>
>wrote:
>>What a great idea this is!  Incorporating literacy into broader
>community
>>scales may really be critical to gaining broader understanding
>>and support.
>>
>>-- 
>>Louise W. Wiener, Chairman of the Board
>>    Learning and Leadership in Families
>>    2701 12th Street NE
>>    Washington, DC 20018
>>
>>    Mobile Phone: 301-213-6516
>>    Office Phone: 202-243-7783
>>    Website: www.LLFinc.org
>>    Email: lwiener at LLFinc.org
>>
>>    United Way / CFC # 8981
>>On 6/29/07 4:43 PM, "Wrigley, Heide" <heide at literacywork.com>
>>wrote:
>>
>>> Hi, Jon and others - I think developing sustainability indicators and
>>> then measuring change along various dimensions is an excellent idea.
>In
>>> the evaluations for AmeriCorps, we looked at the contributions that
>>> literacy providers made to the overall health of a community, since
>>> literacy couldn't very well take credit for all positive changes in a
>>> community. 
>>> 
>>> In the last few years, we've been working with the California
>Community
>>> Development Matrix (developed in Minnesota originally, I believe).
>This
>>> matrix offers a scale continuum along which which community members
>may
>>> fall. The continuum ranges from "in crisis" to "thriving" with
>various
>>> points in between (vulnerable, stable). The matrix addresses various
>>> dimensions (health, housing, employment)and contains a matrix with
>>> descriptors for each level. While "education" is included, literacy
>(or
>>> English language proficiency is not).
>>> 
>>> I think scales and rubrics of this sort can be adapted to include
>>> literacy and English proficiency and your example of the social
>>> indicators are a great example of how literacy can be made visible as
>>> one factor that contributes to community health
>>> 
>>> Cheers 
>>> 
>>> Heide
>>> 
>>> Heide Spruck Wrigley
>>> New Mexico  
>>> 
>>> -----Original Message-----
>>> From: specialtopics-bounces at nifl.gov
>>> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Jon Engel
>>> Sent: Friday, June 29, 2007 11:20 AM
>>> To: specialtopics at nifl.gov
>>> Subject: [SpecialTopics 414] Re: What would be required to measure
>>> CommunityLiteracy Impact?
>>> 
>>> Good Afternoon,
>>> 
>>> Measuring literacy levels across communities is indeed difficult.  I
>>> know of
>>> no other resources other than thee census and NALS/NAAL.  However,
>>> Austin
>>> and Central Texas has a really great project that I wonder if other
>>> communities might have.
>>> 
>>> It is called the Central Texas Sustainability Indicators Project, and
>it
>>> releases a data report every other year.  The report has developed
>>> "sustainability indicators" across several domains such as public
>>> safety,
>>> education and children, social equity, civic engagement, economy,
>>> health,
>>> environment, and land use and mobility.  The report utilizes hard
>data
>>> sources and a locally designed phone survey.
>>> 
>>> The 2006 reported that 30% of the population reported that they felt
>>> limited
>>> "a great deal" by their lack of English proficiency in their day to
>day
>>> activities.  The report stated that the trend was "worsening" and
>that
>>> the
>>> community needed to "take action".
>>> 
>>> You should be able to see the report at www.centex-indicators.org
>>> 
>>> Jon Engel
>>> 
>>> 
>>> -----Original Message-----
>>> From: specialtopics-bounces at nifl.gov
>>> [mailto:specialtopics-bounces at nifl.gov]
>>> On Behalf Of Janet Isserlis
>>> Sent: Thursday, June 28, 2007 8:11 AM
>>> To: specialtopics at nifl.gov
>>> Subject: [SpecialTopics 394] Re: What would be required to measure
>>> Community
>>> Literacy Impact?
>>> 
>>> David and all,
>>> 
>>> Interesting question.  Without rehashing the complex arguments and
>>> elements
>>> of the 'validity' of the NALS or NAAL, I'm wondering if folks working
>>> in,
>>> say, health or community development/housing - have formal or
>informal
>>> measures of the literacy strengths of their constituents.
>>> 
>>> In other words, does the fact that service providers/community
>workers
>>> might
>>> proactively utilize plain language (because plain language, like
>>> universal
>>> design, is just good for everyone),  multiple languages (brochures,
>>> posters,
>>> etc) and otherwise might be thinking about literacy and communication
>>> issues
>>> -- does all of this indicate a sense of communities' literacy
>abilities
>>> AND
>>> a sense of the critical need to be mindful of literacy/communication
>>> across
>>> service provision areas?
>>> 
>>> I realize this is not gold standard science, but I am curious to see
>if
>>> there has been any shift in communication by service providers.  As
>>> well,
>>> how does literacy happen all the time away from literacy provision?
>>> (Think
>>> New Literacy Studies - Hamilton, Barton; think  (Arlene) Hannah
>>> Fingeret's
>>> social networks, think community literacy itself.
>>> 
>>> Community literacy maybe encompasses communities' strengths and
>>> abilities so
>>> that communities themselves have access, options, and (?) degrees of
>>> power?
>>> 
>>> This, of course, is difficult to measure.
>>> 
>>> Janet Isserlis
>>> 
>>>> From: "David J. Rosen" <djrosen at comcast.net>
>>>> Reply-To: <specialtopics at nifl.gov>
>>>> Date: Thu, 28 Jun 2007 07:48:23 -0400
>>>> To: <specialtopics at nifl.gov>
>>>> Subject: [SpecialTopics 393] What would be required to measure
>>> Community
>>>> Literacy Impact?
>>>> 
>>>> Community Literacy Colleagues,
>>>> 
>>>> Since we are looking at outcomes and impact of community literacy
>>>> today, let's consider what a city would need to measure the impact
>of
>>>> a major citywide community literacy effort.  One important measure
>>>> might be the literacy level of city residents.  At present, the only
>>>> ways I am aware of to measure that for adults are:
>>>> 
>>>> 1) Census data,  and
>>>> 2) The NALS or NAAL
>>>> 
>>>> The census, however,  measures the years of school completed, not
>the
>>>> adult literacy level. The NALS, NAAL, and the next national
>>>> assessment, each measure a scientific sample of adults, but so far
>>>> this assessment has not been conducted in cities, only in a handful
>>>> states, and it is costly -- several hundred thousand dollars, I
>>>> believe.  Are there other adult literacy assessments that we should
>>>> be aware of that measure a random sample residents -- not just those
>>>> enrolled in programs? Are there plans for a new -- or modified
>>>> assessment -- a new urban NAAL, for example -- that could meet this
>>>> need?
>>>> 
>>>> David J. Rosen
>>>> Special Topics Discussion Leader
>>>> djrosen at comcast.net
>>>> 
>>>> 
>>>> David J. Rosen
>>>> djrosen at comcast.net
>>>> 
>>>> 
>>>> 
>>>> -------------------------------
>>>> National Institute for Literacy
>>>> Special Topics mailing list
>>>> SpecialTopics at nifl.gov
>>>> To unsubscribe or change your subscription settings, please go to
>>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>>> Email delivered to janet_isserlis at brown.edu
>>> 
>>> -------------------------------
>>> National Institute for Literacy
>>> Special Topics mailing list
>>> SpecialTopics at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>> Email delivered to jengel at communityaction.com
>>> 
>>> 
>>> -------------------------------
>>> National Institute for Literacy
>>> Special Topics mailing list
>>> SpecialTopics at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>> Email delivered to heide at literacywork.com
>>> -------------------------------
>>> National Institute for Literacy
>>> Special Topics mailing list
>>> SpecialTopics at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>> Email delivered to lwiener at llfinc.org
>>> 
>>
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go
>>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>Email delivered to kchernus at mprinc.com
>>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to heide at literacywork.com
>

From kchernus at mprinc.com  Sat Jun 30 23:23:25 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 30 Jun 2007 23:23:25 -0400
Subject: [SpecialTopics 437] Re: models of successful collaboration?
Message-ID: <1118606954kchernus@mprinc.com>

Hi Heide. Appreciate your raising this important issue. One of the partnerships we studied, the Cedar Riverside Adult Education Collaborative in Minneapolis, addressed the issue of immigrant integration. The Collaborative provides English language instruction, family literacy services, and other support services to Cedar Riverside, a community near downtown Minneapolis. Most of the immigrant and refugee families in the neighborhood live in Riverside Plaza, a public housing facility that houses approximately 3,500-4,000 residents within one square block. Seventy percent are immigrants and refugees from East Africa -- most are from Somalia. The other 30 percent are mainly of Asian descent, with a small percentage of African Americans.  For many, Riverside Plaza is their first home in America. Most come from refugee camps, and they generally stay only two to three years before they move to other residences. 

The partnering organizations that serve Cedar Riverside include:

-Minneapolis Public Schools Adult Basic Education, which coordinates state and federal funds, provides English literacy and citizenship instructors and materials for the partnership and professional development for all partnership instructors.
 
-The Riverside Plaza Tenants? Association (RPTA) Resource Center, which administers the English literacy and computer literacy program, hires instructors, maintains a computer lab and supplied administrative as well as classroom space. The owners of the housing project provide additional classroom space and financial support.
 
-The Brian Coyle Community Center, a non-profit community-based organization, which provides classroom and office space, literacy and citizenship courses, employment training, job placement, computer classes, and other support services for community residents. 
 
-Fairview University Medical Center, which addresses community health and education issues and conducts free health education classes for local residents.  

-The Family Opportunities for Living Collaboration (FOLC), a grassroots alliance of immigrant, refugee, and American-born individuals who work together to find solutions to neighborhood problems, assesses the needs of the community and advocates for education and support services for the immigrants and refugees. 

FOLC was founded in 2000 by a partnership among the Alliance of Early Childhood Professionals, Augsburg College, the Coyle Community Center, RPTA, the Confederation of Somali Communities of Minnesota, Cedar Riverside Children's Home Society, Fairview University Medical Center, and two local churches. FOLC strives to include residents in every aspect of its operation and constantly seeks ways to involve them. Community elders sit on the advisory council that leads the organization.  FOLC was created in response to a comprehensive survey of residents? needs that was designed by immigrant and refugee leaders.  FOLC staff said that they didn?t even know what questions to ask to determine the needs of the community, so they went to the residents and asked them how to ask the right questions.  They found that residents wanted to learn to speak and write English, find employment, participate in job training, secure childcare, and locate housing. 

In response, FOLC created six work groups to address these issues. The purpose of the work groups is to help residents adjust to life in America, Minneapolis, and the neighborhood.  The groups focus on self-reliance, quality-of-life issues, children, youth and parent relationships, transportation, and health and wellness. RPTA, Brian Coyle Community Center, and Fairview University Medical Center, along with many other neighborhood organizations, are members of the work groups.

One focus of the Self-Reliance work group is providing English literacy, GED, and computer instruction and job-skills training opportunities in the community.  Another is ?navigating and surviving in America.?  The Self-Reliance group created the New Neighbors Network, Cedar Riverside?s ?Welcome Wagon.?  The goal of the Network is to orient new arrivals to the community, city and state services, and resources.  

The Self-Reliance group members meet with each new arrival to discuss emergency contacts, food storage and safety, home fire hazards, lead exposure, crime prevention, dressing for the Minnesota winter, pedestrian safety, cleaning techniques, nutrition, and immunizations.  They also accompany newcomers to such neighborhood sites as the RPTA Resource Center, the Department of Motor Vehicles, the supermarket, the hospital, and the public library.  The Network is designed to be a neighbor-helping-neighbor support group. 

Learners come to instructors for help navigating our system. They not only teach their students English and other academic subjects, they also help them master the day-to-day challenges of life in America. The partners are sensitive to the cultural differences of the learners and accommodate their customs and traditions in their classes. For example, during the Muslim fasting month of Ramadan, teachers avoid food-related projects and refrain from giving tests, knowing that learners perform better when they are well fed.  At the Riverside Plaza Resource Center, a private nonprofit, they provide a place for learners to pray. 

When we asked the Cedar Riverside partners what advice they had to offer to other community partnerships serving large populations of learners in need of English literacy services, they said: 
-Be respectful of learners and partners.
-Address learners? needs in a way that is consistent with the population you?re serving.
-Involve the people you?re serving in the development of the program.
-Listen more than you talk.
-Make sure everyone feels that they?re contributing.
-Remember that ?all stakeholders need to own the stakes.? 

More information about this very interesting community and how it strives to meet the special needs of this population (including software teachers developed for non-literate English language learners)  is available at http://www.c-pal.net/profiles/minnesota.html.

Kathy

On Friday, June 29, 2007 7:32 PM, Wrigley, Heide <heide at literacywork.com> wrote:
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>
>Thanks Kathy (and others) for laying out some of the key
>components that make collaborations work while at the same time
>posting links to additional resources. I think having access to
>key information right there in a post and then getting the
>opportunity to read more and go deeper into a report is such a
>benefit of being part of this list.
>?
>I also appreciated Janet Isserlis, Andy Nash and others pushing
>us toward looking at the literacy part of community literacy.
>Before we all fold our tents, I wanted to encourage thinking
>about one last aspect of community literacy, namely issues related to immigrant integration.
>?
>Coalitions where mutual assistance agencies and other ethnic
>serving CBOs can work with more mainstream organizations (and
>in fact the entire community) to facilitate integration and
>community strengthening are very much needed, particularly in
>the new gateway cities and "non-traditional" immigrant states.
>Such coalitions can help dispel fear and xenophobia by (1)
>recognizing that immigration can indeed put a stress on an
>established community and (2) finding ways of facilitating
>change on both sides (the side of the community and side of the
>newcomers.)? I like the idea that Andy Nash mentioned on taking
>on community wide issues such as housing or health and wrapping
>literacy around these issues (my term, not hers).
>?
>A few years ago, the 3 year New American Community Initiative
>(funded by the Office of Refugee Resettlement) looked at some
>of these collaborations in Lowell, MA; Nashville,TN and Portland, OR.
>?
>The Initiative stressed that integration is a two-way street
>(with both communities and immigrants and refugees needing
>support) and that resources must be focused on integration
>focused interventions, since integration is not likely to happen on its own.
>?
>I57;m wondering then, if any of you involved in community
>literacy collaborations have addressed issues of immigrant
>integration head-on and what your experience has been.
>?
>All the best
>?
>Heide Wrigley
>Non-resident fellow
>Center for Immigrant Integration Policy
>?
>?
>?
>?
>?
>?
>-----Original Message-----
> From: Kathy Chernus [mailto:kchernus at mprinc.com]
> Sent: Tuesday, June 26, 2007 1:14 PM
> To: specialtopics at nifl.gov; Wrigley, Heide
> Subject: Re: models of successful collaboration?
>?
>Hi Heide and everyone.?You57;ve clearly articulated some of the
>challenges of partnering we found when we visited twelve
>communities that have come together to support adult and family
>literacy a few years ago (Darlene57;s Palm Beach County
>Literacy Coalition was one of the partnerships we visited).
>I57;ll respond to David57;s question about what community
>literacy means separately, but I think true partnerships mean
>real collaboration and these types of partnerships have the
>potential to create a system of adult and family literacy within a community.
>?
>When we began searching for promising partnerships, we looked
>to the literature to identify characteristics of successful
>partnerships and expanded these after the site visits.? Examples of these include:
>-Strong leadership
>-Putting? the needs of the community first
>-Broad participation from the community (including adult learners)
>-Mutual respect and trust among the partners
>-A willingness to give up turf issues
>-Open and frequent communication among the partners
>-Flexibility to meet the changing needs of their communities
>-Collaboration on many levels, among the leadership and staff
>-A diverse funding base
>?
>In addition, the partners recognized that the partnerships have
>to serve the partners as well as the community (one partner
>described it as60;mutual self-interest61;).
>?
>One result of many of partnerships we studied was increased
>community awareness of and support for adult literacy.?For more
>details about how and why these partnerships work, you might
>want to look at Commitment Comes in All Shapes and Sizes, a
>report that summarizes our findings http://www.c-pal.net/profiles/synthesis.html.
>?
>It would be hard to select just one example from these
>partnerships.? They57;re all so different. Some focus on the
>needs of immigrant and refugees (Heide you might be
>particularly interested in the Juntos partnership and the Cedar
>Riverside Adult Education Collaborative), some are part of? a
>statewide initiative, one is library-based, some are
>business-driven, some focus on correctional education, and some
>offer family literacy programs.? Some include one provider and
>others include several (publicly funded as well as
>community-based non-profits).? Some are the hub of multiple
>partnerships (like Palm Beach County Literacy Coalition), and
>others involve a single partnership.
>?
>To view a list of the partnerships that includes brief
>descriptions and links to the full reports see http://www.c-pal.net/profiles/index.html
>?
>?
>Thanks.
>?
>Kathy
>?
>?
>On Monday, June 25, 2007 8:20 PM, Wrigley, Heide<heide at literacywork.com> wrote:
>>Hi, Kathy! Nice to see you on-line.
>>?
>>Kathy is there a particular community that stands out in your
>>study as having a particularly successful collaboration? I'm
>>knee deep in issues around immigrant integration and I wonder
>>what particular approaches create a win-win situation for all
>>community partners.
>>?
>>I'm aware of partnerships that are in name only, as everyone
>>gets together ostensibly to collaborate but then nothing much
>>happens beyond talk. As a panelist at the Spokane conference on
>>transitions mentioned (and I paraphrase)"agencies often want
>>others to collaborate but are unwilling to give on turf issues.
>>The message sent is - we'll be happy to use your money to do
>>something special, but we need all of our monies to do what we
>>are already doing. Partners need to realize that on some issues
>>you come out ahead in a collaboration and in others you don't."
>>?
>>The question is of course for the entire list: What does it
>>take to build successful partnerships around a common goal and
>>what are examples of partnerships that work because there is
>>significant "value added" through the collaboration that
>>results in better opportunities for community members.
>>?
>>Cheers
>>?
>>Heide
>>?
>>Heide Spruck Wrigley
>>LiteracyWork International
>>Mesilla, New Mexico
>>?
>>-----Original Message-----
>>From: specialtopics-bounces at nifl.gov
>>[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathy Chernus
>>Sent: Monday, June 25, 2007 12:53 PM
>>To: specialtopics at nifl.gov
>>Subject: [SpecialTopics 341] Re: Community Literacy Discussion
>>Begins
>>?
>>Hi everyone. David, thank you for convening this discussion and
>>inviting me to participate.?
>>?
>>In the Community Partnerships for Adult Learning (C-PAL) study
>>of community partnerships that support adult education, we
>>found that community literacy looks quite different from
>>community to community (see
>>http://www.c-pal.net/profiles/index.html).? For example, there
>>are a variety of types of organizations that partner and may
>>include one or several providers; they may serve a specific
>>population or anyone in the community with adult literacy or
>>English language and literacy needs; some have formal
>>agreements but others have no infrastructure. That said, they
>>share a common commitment to adult learners in need of literacy
>>services. Many recognize the connections between adult
>>literacy, workforce development, and economic development.? The
>>purpose of these partnerships is to increase the availability
>>and quality of adult education and other literacy services.
>>?
>>In the partnerships we studied, the partners who come together
>>to support adult literacy include: adult education providers
>>(local school systems, community colleges, libraries,
>>community-based and faith-based organizations, public housing
>>facilities, correctional facilities, etc.), businesses, state
>>and local government, workforce development and social service
>>agencies, public housing facilities, and other community
>>organizations.
>>?
>>Hope this is helpful.
>>?
>>Kathy Chernus
>>?
>>?
>>On Sunday, June 24, 2007 7:29 PM, David J. Rosen<djrosen at comcast.net> wrote:
>>>?
>>>Dear Community Literacy Discussion Colleague,
>>>?
>>>?
>>>On Monday?we begin a discussion of adult and family community
>>>literacy. First I would like to thank our guests: Margaret
>>>Doughty, Carl?Guerriere, Petrice Sams- Abiodun, Darlene
>>>Kostrub, Jeff Carter,?and Kathy Chernus. You can learn more
>>>about them by going to?http://tinyurl.com/23nvye )
>>>?
>>>?
>>>Here's how the National Institute for Literacy Special Topics
>>>discussion list works:
>>>?
>>>?
>>>* A discussion opens and a few days later it closes.? Between
>>>discussions there are usually no messages posted until the next
>>>discussion is ready to begin.
>>>?
>>>?
>>>* A discussion is carried on by e-mail. As a subscriber all of
>>>the messages will be sent to your e-mail.? These might include
>>>information, questions, replies to questions, comments and
>>>expansions, further explanations, requests for more detail,
>>>comments on other perspectives, and more. Sometimes a
>>>discussion with guests consists of just questions to the guests
>>>and their answers, but I will try to encourage real discussion,
>>>especially since we have other experts in community literacy
>>>among our participants.??
>>>?
>>>?
>>>* You will probably get a lot of e-mail from the Special Topics
>>>discussion list each day for the next five days!? You might
>>>decide to skim the messages, read through the ones that
>>>especially interest you, and save the rest to read later.
>>Every message is also archived at?
>>>http://www.nifl.gov/pipermail/specialtopics/2007/date.html??
>>>?
>>>?
>>>* You can get all the day's postings in one message each day,
>>>in "digest format".? To find out how you can set your subscription to do that, go to
>>>http://www.nifl.gov/lincs/discussions/help/help_mailman.html#digest
>>>?
>>>?
>>>* When you want to send a message, email it to
>>>specialtopics at nifl.gov and it will go out to everyone who has
>>>subscribed. Please check before you send it that the Subject
>>>line of the message is correct for your message, that is, if
>>>your message is a continuation of a discussion strand, leave it
>>>as is; however, if you are introducing a new topic or strand,
>>>then give it a Subject title that concisely and accurately
>>>reflects the new content area of your message.
>>>?
>>>?
>>>We have several hundred people who are subscribed for this
>>>discussion, so we won't do introductions of participants. The
>>>bios at?http://tinyurl.com/23nvye are your introductions to our
>>>guests.? We have a lot of questions to discuss this week -- and
>>>you may want to post more questions -- so we'll get started now
>>>with the questions below to our quests.
>>>?
>>>?
>>>We'll begin by discussing what Community Literacy is.? There
>>>will be many variations on the definition, of course, and?
>>>definitions in this discussion will focus on adult and family
>>>community literacy, not just schools reaching out to engage
>>>parents in the literacy of their children.
>>>?
>>>?
>>>I would like to ask our guests to address the following
>>>question from their experience, from research,? and/or from
>>>their professional wisdom:
>>>?
>>>?
>>>What is Community Literacy?
>>>?
>>>* What does community adult and family literacy mean?
>>>?
>>>* What are the purposes and goals of community literacy?
>>>?
>>>* Why is community literacy important?
>>>?
>>>* Typically, who are the key community literacy stake holders?
>>>?
>>>?
>>>On Tuesday we will go on to this question:??How are Community
>>>Literacy Coalitions Developed and Sustained?
>>>I?will also post subscribers' messages from Monday with their
>>>thoughts about what community literacy is.?
>>>?
>>>?
>>>David J. Rosen
>>>Special Topics Discussion Moderator
>>>djrosen at comcast.net
>>>?
>>>?
>>>?
>>>?
>>>?
>>>?
>>>?
>>>?
>>>-------------------------------
>>>National Institute for Literacy
>>>Special Topics mailing list
>>>SpecialTopics at nifl.gov
>>>To unsubscribe or change your subscription settings, please go
>>>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>>Email delivered to kchernus at mprinc.com
>>>?
>>?
>>-------------------------------
>>National Institute for Literacy
>>Special Topics mailing list
>>SpecialTopics at nifl.gov
>>To unsubscribe or change your subscription settings, please go
>>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>Email delivered to heide at literacywork.com
>>?
>--
>Kathy Chernus
>Director, Adult Education and Literacy
>MPR Associates, Inc.
>2401 Pennsylvania Avenue, NW
>Suite 410
>Washington, DC 20037
>202/478-1027 x 102
>www.mprinc.com
>?

From kchernus at mprinc.com  Sat Jun 30 23:28:58 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 30 Jun 2007 23:28:58 -0400
Subject: [SpecialTopics 438] Re: Are our community collaborations thriving
	or in crisis?
Message-ID: <1118607287kchernus@mprinc.com>

Hi Heide. Thanks for sharing the descriptors to measure the strength of a community. It would be very interesting to look at                                                                    the California Community Development Matrix, the Central Texas Sustainability Indicators, NCFL's Literacy Life Span Matrix and Literacy Program Self Assessment Tool, and the Community Partnerships for Adult Learning Self-Assessment Tool (which includes indicators of effective partnerships drawn from a scan of the partnership literature and what we learned from the community partnerships we studied), along with Tom Sticht's and John Coming's comments, suggestions, and cautions, to see if together they might be the basis for further discussion about how to measure the impact of community-based literacy. 

The C-PAL Self-Assessment Tool indicators are organized by these topics:

-Selecting the right partners
-Managing the partnership
-Leveraging resources
-Coordinating services
-Communicating and marketing

The tool can be completed online or downloaded as a pdf file (for partnerships that want input from all partners before completing the online version).  Users who complete it online receive a profile that graphically depicts where their partnership is on the indicators and provides some suggestions for resources they might want to review that are available on the C-PAL website. The tool is available at http://www.c-pal.net/assessment/index.html.

Thanks to all. Kathy

On Friday, June 29, 2007 10:49 PM, David J. Rosen <djrosen at comcast.net> wrote:
>Posted on behalf of Heide Wrigley
>
>From: Wrigley, Heide
>Sent: Friday, June 29, 2007 4:06 PM
>To: 'specialtopics at nifl.gov'
>Subject: Are our community collaborations thriving or in
>crisis?
>
>Hi,Louise and all
>
>I do think a community wellness model that integrates literacy and  
>language proficiency (including bilingualism and biliteracy) makes  
>sense. I just dug around in the various matrices once more and found  
>a matrix that has rubrics for the relative strength of a community  
>collaboration (again literacy is missing but could be added).
>
>The absence of literacy may be another example of the difficulty of  
>working across boundaries (community development folks and literacy  
>folks should be easy partners but in most places they are not).
>
>Here is an example, not of the matrix that looks at individuals on a  
>continuum from in-crisis to thriving that I mentioned in the last  
>post, but of the descriptors that are used to see if communities as a  
>whole are strong.  Here are just two of the descriptors that look at  
>Community Services and Support Systems (I left out indicators for  
>safe, stable, and vulnerable but you get the idea). Other rubrics  
>address indicators related to Public Policy and Equity.
>
>I wonder if all of us who are part of community collaborations could  
>place our partnership on a scale of this sort?
>
>Heide Wrigley
>
>		Community Development Matrix, Services and Support Systems
>
>THRIVING
>
>Community services of all kinds are both comprehensive and integrated  
>into a
>virtually seamless system. Collaboration and synergy are the norms.  
>Social
>services are based on a wellness model and are strongly consumer  
>driven. A
>strong community-wide set of strategic planning processes assures  
>that public
>and community services are responsive and will grow and develop in  
>accord
>with community needs. Community is committed to providing resources
>sufficient to assure quality and comprehensiveness of and full access to
>community, public, and educational services.
>form of relationship among providers of services.
>
>(also included are indicators for safe, stable, and vulnerable)
>
>IN-CRISIS
>
>Public and social services are nonresponsive to community needs. ?Turf?
>boundaries are very strong and planning is minimal or nonexistent. Even
>emergency services are inadequate in comparison to the intensity of  
>need.
>Resources are barely adequate to maintain even the most minimal
>configuration of community services. Most public and social services are
>ineffective.
>> #
>>
>>
>>
>>
>>
>> -----Original Message-----
>> From: specialtopics-bounces at nifl.gov [mailto:specialtopics- 
>> bounces at nifl.gov] On Behalf Of Louise Wiener
>> Sent: Friday, June 29, 2007 2:59 PM
>> To: specialtopics at nifl.gov
>> Subject: [SpecialTopics 418] Re: change in social indicators as a  
>> measure ofcommunity literacy
>>
>>
>>
>> What a great idea this is!  Incorporating literacy into broader  
>> community
>>
>> scales may really be critical to gaining broader understanding and  
>> support.
>>
>>
>>
>> --
>>
>> Louise W. Wiener, Chairman of the Board
>>
>>     Learning and Leadership in Families
>>
>>     2701 12th Street NE
>>
>>     Washington, DC 20018
>>
>>
>>
>>     Mobile Phone: 301-213-6516
>>
>>     Office Phone: 202-243-7783
>>
>>     Website: www.LLFinc.org
>>
>>     Email: lwiener at LLFinc.org
>>
>>
>>
>>     United Way / CFC # 8981
>>
>> On 6/29/07 4:43 PM, "Wrigley, Heide" <heide at literacywork.com> wrote:
>>
>>
>>
>> > Hi, Jon and others - I think developing sustainability indicators  
>> and
>>
>> > then measuring change along various dimensions is an excellent  
>> idea. In
>>
>> > the evaluations for AmeriCorps, we looked at the contributions that
>>
>> > literacy providers made to the overall health of a community, since
>>
>> > literacy couldn't very well take credit for all positive changes  
>> in a
>>
>> > community.
>>
>> >
>>
>> > In the last few years, we've been working with the California  
>> Community
>>
>> > Development Matrix (developed in Minnesota originally, I  
>> believe). This
>>
>> > matrix offers a scale continuum along which which community  
>> members may
>>
>> > fall. The continuum ranges from "in crisis" to "thriving" with  
>> various
>>
>> > points in between (vulnerable, stable). The matrix addresses various
>>
>> > dimensions (health, housing, employment)and contains a matrix with
>>
>> > descriptors for each level. While "education" is included,  
>> literacy (or
>>
>> > English language proficiency is not).
>>
>> >
>>
>> > I think scales and rubrics of this sort can be adapted to include
>>
>> > literacy and English proficiency and your example of the social
>>
>> > indicators are a great example of how literacy can be made  
>> visible as
>>
>> > one factor that contributes to community health
>>
>> >
>>
>> > Cheers
>>
>> >
>>
>> > Heide
>>
>> >
>>
>> > Heide Spruck Wrigley
>>
>> > New Mexico
>>
>> >
>>
>> > -----Original Message-----
>>
>> > From: specialtopics-bounces at nifl.gov
>>
>> > [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Jon Engel
>>
>> > Sent: Friday, June 29, 2007 11:20 AM
>>
>> > To: specialtopics at nifl.gov
>>
>> > Subject: [SpecialTopics 414] Re: What would be required to measure
>>
>> > CommunityLiteracy Impact?
>>
>> >
>>
>> > Good Afternoon,
>>
>> >
>>
>> > Measuring literacy levels across communities is indeed difficult.  I
>>
>> > know of
>>
>> > no other resources other than thee census and NALS/NAAL.  However,
>>
>> > Austin
>>
>> > and Central Texas has a really great project that I wonder if other
>>
>> > communities might have.
>>
>> >
>>
>> > It is called the Central Texas Sustainability Indicators Project,  
>> and it
>>
>> > releases a data report every other year.  The report has developed
>>
>> > "sustainability indicators" across several domains such as public
>>
>> > safety,
>>
>> > education and children, social equity, civic engagement, economy,
>>
>> > health,
>>
>> > environment, and land use and mobility.  The report utilizes hard  
>> data
>>
>> > sources and a locally designed phone survey.
>>
>> >
>>
>> > The 2006 reported that 30% of the population reported that they felt
>>
>> > limited
>>
>> > "a great deal" by their lack of English proficiency in their day  
>> to day
>>
>> > activities.  The report stated that the trend was "worsening" and  
>> that
>>
>> > the
>>
>> > community needed to "take action".
>>
>> >
>>
>> > You should be able to see the report at www.centex-indicators.org
>>
>> >
>>
>> > Jon Engel
>>
>> >
>>
>> >
>>
>> > -----Original Message-----
>>
>> > From: specialtopics-bounces at nifl.gov
>>
>> > [mailto:specialtopics-bounces at nifl.gov]
>>
>> > On Behalf Of Janet Isserlis
>>
>> > Sent: Thursday, June 28, 2007 8:11 AM
>>
>> > To: specialtopics at nifl.gov
>>
>> > Subject: [SpecialTopics 394] Re: What would be required to measure
>>
>> > Community
>>
>> > Literacy Impact?
>>
>> >
>>
>> > David and all,
>>
>> >
>>
>> > Interesting question.  Without rehashing the complex arguments and
>>
>> > elements
>>
>> > of the 'validity' of the NALS or NAAL, I'm wondering if folks  
>> working
>>
>> > in,
>>
>> > say, health or community development/housing - have formal or  
>> informal
>>
>> > measures of the literacy strengths of their constituents.
>>
>> >
>>
>> > In other words, does the fact that service providers/community  
>> workers
>>
>> > might
>>
>> > proactively utilize plain language (because plain language, like
>>
>> > universal
>>
>> > design, is just good for everyone),  multiple languages (brochures,
>>
>> > posters,
>>
>> > etc) and otherwise might be thinking about literacy and  
>> communication
>>
>> > issues
>>
>> > -- does all of this indicate a sense of communities' literacy  
>> abilities
>>
>> > AND
>>
>> > a sense of the critical need to be mindful of literacy/communication
>>
>> > across
>>
>> > service provision areas?
>>
>> >
>>
>> > I realize this is not gold standard science, but I am curious to  
>> see if
>>
>> > there has been any shift in communication by service providers.  As
>>
>> > well,
>>
>> > how does literacy happen all the time away from literacy provision?
>>
>> > (Think
>>
>> > New Literacy Studies - Hamilton, Barton; think  (Arlene) Hannah
>>
>> > Fingeret's
>>
>> > social networks, think community literacy itself.
>>
>> >
>>
>> > Community literacy maybe encompasses communities' strengths and
>>
>> > abilities so
>>
>> > that communities themselves have access, options, and (?) degrees of
>>
>> > power?
>>
>> >
>>
>> > This, of course, is difficult to measure.
>>
>> >
>>
>> > Janet Isserlis
>>
>> >
>>
>> >> From: "David J. Rosen" <djrosen at comcast.net>
>>
>> >> Reply-To: <specialtopics at nifl.gov>
>>
>> >> Date: Thu, 28 Jun 2007 07:48:23 -0400
>>
>> >> To: <specialtopics at nifl.gov>
>>
>> >> Subject: [SpecialTopics 393] What would be required to measure
>>
>> > Community
>>
>> >> Literacy Impact?
>>
>> >>
>>
>> >> Community Literacy Colleagues,
>>
>> >>
>>
>> >> Since we are looking at outcomes and impact of community literacy
>>
>> >> today, let's consider what a city would need to measure the  
>> impact of
>>
>> >> a major citywide community literacy effort.  One important measure
>>
>> >> might be the literacy level of city residents.  At present, the  
>> only
>>
>> >> ways I am aware of to measure that for adults are:
>>
>> >>
>>
>> >> 1) Census data,  and
>>
>> >> 2) The NALS or NAAL
>>
>> >>
>>
>> >> The census, however,  measures the years of school completed,  
>> not the
>>
>> >> adult literacy level. The NALS, NAAL, and the next national
>>
>> >> assessment, each measure a scientific sample of adults, but so far
>>
>> >> this assessment has not been conducted in cities, only in a handful
>>
>> >> states, and it is costly -- several hundred thousand dollars, I
>>
>> >> believe.  Are there other adult literacy assessments that we should
>>
>> >> be aware of that measure a random sample residents -- not just  
>> those
>>
>> >> enrolled in programs? Are there plans for a new -- or modified
>>
>> >> assessment -- a new urban NAAL, for example -- that could meet this
>>
>> >> need?
>>
>> >>
>>
>> >> David J. Rosen
>>
>> >> Special Topics Discussion Leader
>>
>> >> djrosen at comcast.net
>>
>> >>
>>
>> >>
>>
>> >> David J. Rosen
>>
>> >> djrosen at comcast.net
>>
>> >>
>>
>> >>
>>
>> >>
>>
>> >> -------------------------------
>>
>> >> National Institute for Literacy
>>
>> >> Special Topics mailing list
>>
>> >> SpecialTopics at nifl.gov
>>
>> >> To unsubscribe or change your subscription settings, please go to
>>
>> >> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>
>> >> Email delivered to janet_isserlis at brown.edu
>>
>> >
>>
>> > -------------------------------
>>
>> > National Institute for Literacy
>>
>> > Special Topics mailing list
>>
>> > SpecialTopics at nifl.gov
>>
>> > To unsubscribe or change your subscription settings, please go to
>>
>> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>
>> > Email delivered to jengel at communityaction.com
>>
>> >
>>
>> >
>>
>> > -------------------------------
>>
>> > National Institute for Literacy
>>
>> > Special Topics mailing list
>>
>> > SpecialTopics at nifl.gov
>>
>> > To unsubscribe or change your subscription settings, please go to
>>
>> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>
>> > Email delivered to heide at literacywork.com
>>
>> > -------------------------------
>>
>> > National Institute for Literacy
>>
>> > Special Topics mailing list
>>
>> > SpecialTopics at nifl.gov
>>
>> > To unsubscribe or change your subscription settings, please go to
>>
>> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>
>> > Email delivered to lwiener at llfinc.org
>>
>> >
>>
>>
>>
>> -------------------------------
>>
>> National Institute for Literacy
>>
>> Special Topics mailing list
>>
>> SpecialTopics at nifl.gov
>>
>> To unsubscribe or change your subscription settings, please go to  
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>
>> Email delivered to heide at literacywork.com
>>
>>
>
>
>
>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

From kchernus at mprinc.com  Sat Jun 30 23:31:21 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 30 Jun 2007 23:31:21 -0400
Subject: [SpecialTopics 439] Re: Day Three: Developing and Sustaining
	Community Literacy Coalitions
Message-ID: <1118607431kchernus@mprinc.com>

Hi everyone again. Wanted to add to my previous response by providing these questions that are part of the Community Partnerships for Adult Learning Self-Assessment Tool, http://www.c-pal.net/assessment/index.html. These were developed after scanning the partnership literature and synthesizing what we learned from the partnerships C-PAL visited. Hope they further clarify what "selecting the right partners" means.

Thanks to all. Kathy

I. Selecting the Right Partners
I.1. Does the partnership include all organizations/individuals necessary to carry out its goals?

I.2. Do the types of partners align with the central mission of the partnership (i.e., business partners are key members of partnerships focused on workforce development)?

I.3. Do all partners share a high level of commitment to adult learners and a client-centered approach to service?

I.4. To foster stability and continuity in the partnership, does the partnership  include a mix of large stable organizations and smaller, more flexible ones? 

I.5. Are partners able to set aside their own agendas, when necessary, to respond to the needs of the learners and the community?

I.6. Are partners open-minded and willing to consider different approaches to accomplishing their tasks?

I.7. Do partners respect and trust each other?

I.8. Are partners? roles and responsibilities clearly defined and accepted by all partners?

I.9. Do partners strive to be flexible and entrepreneurial so they can adapt to changes in the economy, workforce demands, funding, and leadership?

I.10. Are partners represented by individuals with the authority to speak for their organizations?

I.11. Are the leaders of partner organizations committed to the partnership to the extent that they secure buy-in from their staff and dedicate staff time to partnership activities?

I.12. Does the partnership build on the strengths and resources of partners and established relationships in the community? 

I.13. Are community members who will be served by the partnership involved in the development of programs and services? 

On Friday, June 29, 2007 5:08 PM, David J. Rosen <djrosen at comcast.net> wrote:
>Message from Barbara Hofmeyer:
>
>From: "bhofmeyer" <bhofmeyer at niesc.k12.in.us>
>Date: June 29, 2007 9:13:55 AM EDT
>Subject: Re: [SpecialTopics 397] Re: Day Three: Developing and  
>Sustaining Community Literacy Coalitions
>
>Kathy,
>
>You mentioned selecting the right partners. Can you elaborate?
>
>Barbara Hofmeyer
>
>> On 28 Jun 2007 16:55:17 -0400, Kathy Chernus wrote
>>> Hi David and everyone, I?ve inserted my comments below some of the
>>> questions you posed.  Out-of-town so apologize for the delay in
>>> responding.  Kathy
>>>
>>> ? How do providers approach potential partners (other providers,
>>> businesses, social services, local government)?
>>>
>>> One of the biggest challenges of the providers we worked with is not
>>> knowing how to approach businesses.  Most of the providers in the
>>> partnerships we studied wanted guidance on how to approach
>>> businesses.  We?re in the process of developing a guide for
>>> businesses that may have an interest in becoming involved in
>>> community-based literacy with help from a group of businesses that
>>> have a history of supporting adult and family literacy. The group
>>> confirmed that adult education programs don?t know how to approach
>>> them.  Here are some of the benefits they?ve experienced from
>>> partnering with adult and family literacy partners that could be
>>> used to approach prospective employer-partners:
>>>
>>> ? Employers can see an increased employee retention rate, as well as
>>> other positive effects on the bottom line, as a result of on-site
>>> training and education. In addition, educated employees provide
>>> fewer problems for managers (I?ll check with Johns Hopkins Hospital
>>> and Health System to see if we have permission to share their data
>>> with the listserv. I understand that CVS has data as well). ?
>>> Partnerships with adult education providers help businesses get a
>>> better understanding of the types of skills enhancement their
>>> workers need. In the past, they had difficulty articulating or
>>> addressing the discrete skills required for employees to do their
>>> jobs successfully. Through partnering, they can tailor adult
>>> education services for workforce. ? The National Association of
>>> Manufacturer?s Improving Workplace Opportunities for Limited English
>>> Speaking Workers report found that the entire company benefits from
>>> ELL instruction, not just the employees who receive training. The
>>> report is available at http://www.nam.org/s_nam/sec.asp?
>> CID=201493&DID=229873
>>> ? Many companies find that partnering is good for sales and
>>> marketing, in terms of enhancing the customer base and getting the
>>> company?s name out in the community. ? Partnering can also improve a
>>> company?s perception in the community by associating the company?s
>>> name with a positive cause. ? Partnerships with larger programs or
>>> businesses can strengthen small and emerging adult education  
>>> programs.
>>>
>>> Another related issue is the importance of selecting the right
>>> partners (happy to share what we learned at a later time, if
>>> anyone?s interested).
>>>
>>> ? How do local partnerships generate the financial support they need
>>> to meet the literacy needs of their communities?
>>>
>>> They pool their funds, apply jointly for grants, and collaborate on
>>> fund-raising events. They take advantage of their links to different
>>> funding sources and leverage these to obtain other dollars.  The
>>> types of funds leveraged include: Workforce Investment Act of 1998
>>> (WIA) Title II (the Adult Education and Family Litearcy Act);  WIA
>>> Titles I, III, and IV; TANF funds; the Elementary and Secondary
>>> Education Act (NCLB); the Department of Housing and Urban
>>> Development?s ?Neighborhood Networks? program; and other federal
>>> funding through the U.S. Departments of Labor and Health and Human
>>> Services; state funds; local public funds; private foundation
>>> grants; business support; and charitable contributions.  Partners
>>> may continue to seek grants individually but they try not to compete
>>> with one another.  Partnerships can obtain funds unavailable to them
>>> as individual organizations.
>>>
>>> An example of a community-based literacy program that pools their
>>> funds is the Cedar Riverside Adult Education Collaborative in
>>> Minneapolis.  It combines funds from the state (client contact hours)
>>> , local funders, and private foundation grants into a fund for adult
>>> education services for an East African refugee neighbhorhood.
>>>
>>> Sharing a fiscal agent is another way that some community
>>> partnerships leverage funds.
>>>
>>> ? How do providers sustain partnerships over the long haul?
>>> Providers are able to sustain partnerships by keeping their focus
>>> clearly on community needs, adapting to changing workforce demands,
>>>  and shifting funding sources as necessary. An example is Project
>>> ACHIEVE, a partnership between Jefferson County Public Schools Adult
>>> and Continuing Education and the Metro Louisville Community Action
>>> Partnership (CAP) in Louisville, KY that has been serving adults on
>>> public assistance since 1989.
>>>
>>> ? How do community-based literacy efforts survive transitions in  
>>> leadership?
>>> The leadership of the community partnerships we studied usually
>>> consisted of a visionary, dynamic leader and in some cases an
>>> advisory board.  One of the questions we asked during our site
>>> visits was what would happen to the work of the partnership if the
>>> leader(s) left the position.  One advisory board felt that the
>>> community would sustain the partnership, regardless of the leader,
>>> that any of the advisory member could assume the leadership role
>>> because it is a shared effort, everyone is equally responsible.
>>> Further, they said the strong coordination among the partners is
>>> what makes it a sustainable effort.  However, not all partnerships
>>> agreed; surviving the transition of a strong leader is one of the
>>> big challenges partnerships face.
>>>
>>> ? How do community literacy coalitions or partnerships assure the
>>> quality of instruction? Is this an issue?  If so, what are some ways
>>> quality gets addressed?
>>>
>>> They develop curriculum jointly and share professional development
>>> based on the needs of the community they serve. Providers are able
>>> to expand the formal and informal professional development
>>> opportunities available to their staff by sharing expertise and
>>> instructional materials.
>>>
>>> For example, Nine Star Enterprises, a private, nonprofit
>>> organization that provides comprehensive adult education services
>>> partners with Cook Inlet Tribal Council (CITC), a nonprofit arm of
>>> one of the thirteen Native Alaskan Corporations that serve Native
>>> Alaskans and Pacific Islander communities throughout the state. CITC
>>> provides a range of services, including adult education, work-
>>> readiness training, and social services. Nine Star and CITC began a
>>> partnership to help clients take greater advantage of these
>>> services. Nine Star and CITC also share professional development.
>>> CITC staff help train Nine Star instructors on cultural issues, and
>>> CITC staff can attend any of Nine Star?s professional development
>>> programs.
>>>
>>> ?  What steps can we take to ensure that adult learners and other
>>> residents in the learners' communities are providing leadership to
>>> community literacy initiatives?
>>>
>>> Some of the community-based literacy efforts we studied included
>>> current and past adult learners on program and partnership advisory
>>> groups.  They also involve them in community instructional
>>> activities.  In Holyoke, MA, the Juntos partnership hosts an annual
>>> Learner-Teacher Day to bring learners, instructors, and
>>> administrators from all six partners together with community
>>> representatives, such as the mayor and superintendent of schools, to
>>> discuss community issues. Adult learners along with their
>>> instructors are involved in planning and carrying out all the
>>> activities during the event.
>>>
>>> ? What are some good examples of community literacy coalitions?
>>> The twelve partnerships the C-PAL project studied, plus six we
>>> didn?t have funding to study as comprehensively are good examples.
>>>  I?ve cut and pasted brief descriptions of each of the twelve plus
>>> their links, in case anyone would like to learn more about them.
>>>
>>> Nine Star Enterprises, Anchorage, Alaska. Nine Star is a private,
>>>  nonprofit corporation that provides comprehensive adult education
>>> services over a vast geographic area in collaboration with a variety
>>> of partners. http://www.c-pal.net/profiles/alaska.html
>>>
>>> The Workforce Alliance for Growth in the Economy (WAGE), El Dorado
>>> (Union County), Arkansas. WAGE provides employment-related education
>>> to adult learners and upgrades the skills of incumbent workers
>>> through partnerships with business and many community agencies and
>>> organizations. http://www.c-pal.net/profiles/arkansas.html
>>>
>>> READ/San Diego, San Diego, California. READ is a library-based
>>> volunteer program that provides literacy services, primarily through
>>> tutoring, across San Diego city and county in collaboration with a
>>> host of community partners. http://www.c-pal.net/profiles/ 
>>> california.html
>>>
>>> The Palm Beach County Literacy Coalition, Palm Beach County,
>>> Florida. The Coalition promotes literacy services, coordinates
>>> activities, and operates a literacy hotline with the help of many
>>> partners across the county. Darlene has provided additional
>>> information on the Coalition in her postings. http://www.c-
>> pal.net/profiles/florida.html
>>>
>>> The Houston County Certified Literate Community Program (CLCP),
>>>  Houston County, Georgia. The CLCP coordinates, promotes, and
>>> advocates for adult literacy services in this rural county by
>>> working with partners from nearly every sector of the community.
>>> http://www.c-pal.net/profiles/georgia.html
>>>
>>> The North Idaho College Adult Education Center, Coeur d?Alene,
>>> Idaho. The Center is responsible for adult education services for
>>> five rural counties and forms the hub of wide-ranging partnerships
>>> supporting adult education, workforce development, and family
>>> literacy programs. http://www.c-pal.net/profiles/idaho.html
>>>
>>> Jefferson County Public Schools Adult and Continuing Education
>>> (JCPSAE), Louisville, Kentucky. JCPSAE is at the heart of a many-
>>> layered partnership with business, higher education, and other
>>> community organizations and agencies in Jefferson County.
>>> http://www.c-pal.net/profiles/kentucky.html
>>>
>>> Juntos, Holyoke, Massachusetts. Juntos is a six-member partnership
>>> that provides adult basic education, adult secondary education,
>>>  English literacy instruction, college transition, computer and
>>> family literacy, and vocational training and job search services to
>>> local adults. http://www.c-pal.net/profiles/massachusetts.html
>>>
>>> Cedar Riverside Adult Education Collaborative_Partnership,
>>> Minneapolis, Minnesota. This partnership provides English language
>>> instruction, family literacy services, and other support services to
>>> a community of East African (mainly Somali) immigrants in a public
>>> housing facility. http://www.c-pal.net/profiles/minnesota.html
>>>
>>> The Decker Family Development Center, Barberton, Ohio.  Decker was a
>>> three-way partnership among a hospital, a university, and a public
>>> school system providing comprehensive literacy and support services
>>> to a high-poverty community. The Decker Center closed its doors in
>>> 2004 after a valiant effort to secure sufficient funding.
>>> http://www.c-pal.net/profiles/ohio.html
>>>
>>> The Donald H. Londer Center for Learning, Portland, Oregon. The
>>> Londer Center, part of the Department of Community Justice (DCJ),
>>>  provides literacy and other services to prepare ex-inmates for
>>> successful reintegration into their communities by working with
>>> other DCJ programs and community agencies and organizations. Carole
>>> Scholl provided an update on Londer in her posting. http://www.c-
>> pal.net/profiles/oregon.html
>>>
>>> The Midlands Literacy Initiative (MLI ) (now the Education, Jobs &
>>> Life Skills Community Council of the United Way of the Midlands),
>>>  Richland, Fairfield, Lexington, and Newberry Counties, South
>>> Carolina. The MLI is a coalition that works closely with business to
>>> design and provide workforce literacy programs and with other
>>> partners to provide literacy services to adults and families in this
>>> four-county area. http://www.c-pal.net/profiles/southcarolina.html
>>>
>>> The six partnerships described in mini-profiles include:
>>>
>>> Tucson, Arizona
>>> Pima College Adult Education and its partners serve more than 7,000
>>> adult learners yearly, providing comprehensive adult and family
>>> literacy services in a variety of sites across Pima County.
>>> http://www.c-pal.net/profiles/mini/pima.html
>>>
>>> Indianapolis, Indiana
>>> Goodwill Industries of Central Indiana and its partners provide
>>> comprehensive education and job training services to adult learners
>>> and youth across central Indiana. http://www.c-
>> pal.net/profiles/mini/goodwill.html
>>>
>>> Greensboro, North Carolina
>>> The Greensboro Public Library and its partners formed Community of
>>> Readers, a literacy coalition, to provide literacy services, career
>>> counseling, and computer instruction to adult learners and to raise
>>> community awareness of literacy issues and needs. http://www.c-
>> pal.net/profiles/mini/greensboro.html
>>>
>>> Durham, North Carolina
>>> The Literacy Center is a community-based volunteer organization that
>>> provides literacy services to adults, families, and children in
>>> partnership with other community organizations and in a variety of
>>> sites across the city. http://www.c-pal.net/profiles/mini/durham.html
>>>
>>> Pittsburgh, Pennsylvania
>>> The Greater Pittsburgh Literacy Council provides literacy services
>>> to adults and families by working with a broad cross-section of
>>> community partners. http://www.c-pal.net/profiles/mini/gplc.html
>>>
>>> Austin, Texas
>>> The Skillpoint Alliance is a non-profit organization uniting
>>> industry, education, and the community to provide education,
>>> workplace literacy and preparation, computer instruction, and
>>> customized industry-based training to the emerging, transitional,
>>>  and incumbent workforce in central Texas. http://www.c-
>> pal.net/profiles/mini/skillpoint.html
>>>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

From kchernus at mprinc.com  Sun Jul  1 22:17:20 2007
From: kchernus at mprinc.com (Kathy Chernus)
Date: 01 Jul 2007 22:17:20 -0400
Subject: [SpecialTopics 440] Re: [Special Topics 402] Fifth Day of Community
	Literacy Discussion
Message-ID: <1118689390kchernus@mprinc.com>

Hi everyone. Re: David's question #4, "What is the relationship of community literacy to workforce literacy, workforce development, 'healthy communities' initiatives, and transition to higher education?"...a few thoughts before our discussion comes to a close for now.

I think community literacy is closely linked to workforce literacy, workforce development and economic development, and postsecondary education. We saw these connections in many of the communities we visited.  For example, the Workforce Alliance for Growth in the Economy (WAGE), through partnerships with South Arkansas Community College, the One-Stop Center, the Workforce Investment Board, the state departments of employment security, human services, and economic development, the Chamber of Commerce, and local employers, provides employment-related education to learners and upgrades the skills of incumbent workers. WAGE blends best practices from adult education, workforce training, and economic development. WAGE awards employability certificates recognized as ?a ticket to a job? by participants and ?an inspection sticker? by employers. For more information on the WAGE partnership, see http://www.c-pal.net/profiles/arkansas.html. 

Two other examples of partnerships driven by explicit workforce and economic development concerns are the Houston County Certified Literate Community Program in Houston County, GA, http://www.c-pal.net/profiles/georgia.html, and the Midlands Literacy Initiative (now the Education, Jobs & Life Skills Community Council of the United Way of the Midlands) in Richland, Fairfield, Lexington, and Newberry Counties, South Carolina, http://www.c-pal.net/profiles/full_profiles/sc_index.html. 

Jefferson County Public Schools Adult and Continuing Education in Louisville, KY, is a lead partner in Louisville's Workforce Education Initiative (the WE Initiative). Its ambitious mission is "to increase the skills and education attainment levels across the board, from GEDs to PhDs, of the people in our community." It has the involvement and support of the Kentucky Adult Educatio, the state Council on Postsecondary Education, leaders and representatives from local government, businesses, faith-based organizations, community agencies, and workforce development organizations. WE's goals include building a workforce development system capable of responding quickly to the needs of employers locating or expanding in the greater Louisville area and to "deliver a quantum change," rather than incremental improvements, in Louisville's educational attainment levels.

Understanding clearly that no one institution can take on the task alone, they see collaboration as the way to achieve their goals and develop a stable infrastructure capable of surviving inevitable funding and leadership changes. They believe that the WE Initiative "has the potential to help create a true workforce development 'system' that is responsive to the needs of individuals?rather than the 'patchwork quilt' of opportunities" that exists now. For more information on the WE Initiative, see http://www.c-pal.net/profiles/kentucky.html.

As Daphne suggested, I hope we have an opportunity to continue this discussion and address this question and many others that we didn't get a chance to talk about in more depth. I agree with Daphne's conclusion that "community literacy may be the way to finally get the type of attention so many of us in the field seek from policy makers and funders."

Best to all and thanks again for a great discussion. Kathy

On Friday, June 29, 2007 7:00 AM, David J. Rosen <djrosen at comcast.net> wrote:
>Community Literacy Discussion Colleagues,
>
>
>This is the fifth and last day of the community literacy
>discussion.? Our guests are available through today. I will
>leave the discussion list open through Monday so that
>subscribers (and guests) who have last-minute, further, or
>follow-up comments may post them.? I hope subscribers who have
>not joined in yet -- and those who have -- will continue to add
>insights, examples and other comments from their own community
>literacy work or research.?
>
>
>Those who have joined the discussion in media res can catch up by going to?
>http://www.nifl.gov/pipermail/specialtopics/2007/date.html
>
>
>The Questions for today include:
>
>
>4. What is the relationship of community literacy to workforce
>literacy, workforce development, ?healthy communities?
>initiatives and transition to higher education?
>?
>? What indicators, for example, have communities developed
>around literacy in thinking about a healthy (or ?sustainable?)
>community? E.g. http://www.rprogress.org/cihb/index.shtml and
>http://www.communityindicators.net/indicatorefforts.html
>?
>5. What is the role of technology in community literacy?
>?
>6. How can literacy organizations work together to make
>literacy a top community priority?
>
>
>7. What sort of training?will best prepare?community literacy
>coalitions?to address?community power dynamics, e.g.?issues of
>racism,?ethnocentrism?
>
>
>
> In addition, we can still discuss questions from the previous
>days. For example, I hope our guests might address:
>
>
>? How do providers sustain partnerships over the long haul?
>?
>? What are some incentives and strategies for strengthening
>community literacy?
>
>
>? How do community literacy coalitions or partnerships assure
>the quality of instruction? Is this an issue?? If so, what are
>some ways quality gets addressed?
>
>
>and
>
>
>? What do we know about community literacy from research?
>
>
>David J. Rosen
>Special Topics Discussion Moderator
>djrosen at comcast.net
>
>
>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go
>to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to kchernus at mprinc.com
>

From DSKostrub at aol.com  Mon Jul  2 07:48:36 2007
From: DSKostrub at aol.com (DSKostrub at aol.com)
Date: Mon, 2 Jul 2007 07:48:36 EDT
Subject: [SpecialTopics 441] Re: [Special Topics 402] Fifth Day of Community
	Liter...
Message-ID: <ca2.12d2c827.33ba4014@aol.com>

We work in partnership with the school district and provide instruction on 
site to local businesses to provide English, reading and basic skills customized 
to the needs of the employer and employees.  Literacy is good business....
 
Darlene Kostrub
Palm Beach County Literacy Coalition
www.pbcliteracy.org

************************************** See what's free at http://www.aol.com.
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From LHayes at ClinchValleyCAA.org  Mon Jul  2 11:45:10 2007
From: LHayes at ClinchValleyCAA.org (Linda Hayes)
Date: Mon, 2 Jul 2007 11:45:10 -0400
Subject: [SpecialTopics 442] Re: change in social indicators as a
	measureofcommunity literacy
In-Reply-To: <E4B444E3F870C944B64745E562D5518A55D85D@udc106.firebirds.udc.edu>
Message-ID: <D6462167C51748B5AA8BBD7B72C022C0@cvca.int>

The scale Heidi is talking about it the community action ROMA scale that
moves from in crises to thriving. Here is a link to some one of the scales
in ROMA, this one used by Massachusetts.
http://www.roma1.org/room4a.asp

Linda Hayes
Head Start/Adult Literacy Director
Clinch Valley Community Action, Inc.
P.O. Box 188
North Tazewell VA 24630
www.clinchvalleycaa.org
276-988-5583
Fax: 276-988-4041

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Downey, Stacey
Sent: Saturday, June 30, 2007 6:22 PM
To: Wrigley, Heide; specialtopics at nifl.gov
Subject: [SpecialTopics 434] Re: change in social indicators as a
measureofcommunity literacy

Sent with Wireless Sync from Verizon Wireless

---- Original Message ----
From: "Wrigley, Heide" <heide at literacywork.com>
Date: 6/29/07 4:43 pm
To: "specialtopics at nifl.gov" <specialtopics at nifl.gov>
Subj: [SpecialTopics 417] change in social indicators as a measure
ofcommunity literacy
Hi, Jon and others - I think developing sustainability indicators and
then measuring change along various dimensions is an excellent idea. In
the evaluations for AmeriCorps, we looked at the contributions that
literacy providers made to the overall health of a community, since
literacy couldn't very well take credit for all positive changes in a
community. 

In the last few years, we've been working with the California Community
Development Matrix (developed in Minnesota originally, I believe). This
matrix offers a scale continuum along which which community members may
fall. The continuum ranges from "in crisis" to "thriving" with various
points in between (vulnerable, stable). The matrix addresses various
dimensions (health, housing, employment)and contains a matrix with
descriptors for each level. While "education" is included, literacy (or
English language proficiency is not). 

I think scales and rubrics of this sort can be adapted to include
literacy and English proficiency and your example of the social
indicators are a great example of how literacy can be made visible as
one factor that contributes to community health 

Cheers 

Heide

Heide Spruck Wrigley
New Mexico  

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Jon Engel
Sent: Friday, June 29, 2007 11:20 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 414] Re: What would be required to measure
CommunityLiteracy Impact?

Good Afternoon,

Measuring literacy levels across communities is indeed difficult.  I
know of
no other resources other than thee census and NALS/NAAL.  However,
Austin
and Central Texas has a really great project that I wonder if other
communities might have.

It is called the Central Texas Sustainability Indicators Project, and it
releases a data report every other year.  The report has developed
"sustainability indicators" across several domains such as public
safety,
education and children, social equity, civic engagement, economy,
health,
environment, and land use and mobility.  The report utilizes hard data
sources and a locally designed phone survey. 

The 2006 reported that 30% of the population reported that they felt
limited
"a great deal" by their lack of English proficiency in their day to day
activities.  The report stated that the trend was "worsening" and that
the
community needed to "take action".

You should be able to see the report at www.centex-indicators.org

Jon Engel
 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Janet Isserlis
Sent: Thursday, June 28, 2007 8:11 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 394] Re: What would be required to measure
Community
Literacy Impact?

David and all,

Interesting question.  Without rehashing the complex arguments and
elements
of the 'validity' of the NALS or NAAL, I'm wondering if folks working
in,
say, health or community development/housing - have formal or informal
measures of the literacy strengths of their constituents.

In other words, does the fact that service providers/community workers
might
proactively utilize plain language (because plain language, like
universal
design, is just good for everyone),  multiple languages (brochures,
posters,
etc) and otherwise might be thinking about literacy and communication
issues
-- does all of this indicate a sense of communities' literacy abilities
AND
a sense of the critical need to be mindful of literacy/communication
across
service provision areas?

I realize this is not gold standard science, but I am curious to see if
there has been any shift in communication by service providers.  As
well,
how does literacy happen all the time away from literacy provision?
(Think
New Literacy Studies - Hamilton, Barton; think  (Arlene) Hannah
Fingeret's
social networks, think community literacy itself.

Community literacy maybe encompasses communities' strengths and
abilities so
that communities themselves have access, options, and (?) degrees of
power?

This, of course, is difficult to measure.

Janet Isserlis

> From: "David J. Rosen" <djrosen at comcast.net>
> Reply-To: <specialtopics at nifl.gov>
> Date: Thu, 28 Jun 2007 07:48:23 -0400
> To: <specialtopics at nifl.gov>
> Subject: [SpecialTopics 393] What would be required to measure
Community
> Literacy Impact?
> 
> Community Literacy Colleagues,
> 
> Since we are looking at outcomes and impact of community literacy
> today, let's consider what a city would need to measure the impact of
> a major citywide community literacy effort.  One important measure
> might be the literacy level of city residents.  At present, the only
> ways I am aware of to measure that for adults are:
> 
> 1) Census data,  and
> 2) The NALS or NAAL
> 
> The census, however,  measures the years of school completed, not the
> adult literacy level. The NALS, NAAL, and the next national
> assessment, each measure a scientific sample of adults, but so far
> this assessment has not been conducted in cities, only in a handful
> states, and it is costly -- several hundred thousand dollars, I
> believe.  Are there other adult literacy assessments that we should
> be aware of that measure a random sample residents -- not just those
> enrolled in programs? Are there plans for a new -- or modified
> assessment -- a new urban NAAL, for example -- that could meet this
> need?
> 
> David J. Rosen
> Special Topics Discussion Leader
> djrosen at comcast.net
> 
> 
> David J. Rosen
> djrosen at comcast.net
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to janet_isserlis at brown.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to jengel at communityaction.com

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to heide at literacywork.com
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to sdowney at udc.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to lhayes at clinchvalleycaa.org
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From jcarter at dclearns.org  Mon Jul  2 09:58:39 2007
From: jcarter at dclearns.org (Jeff Carter)
Date: Mon, 2 Jul 2007 09:58:39 -0400
Subject: [SpecialTopics 443] Re: Community Literacy Discussion Wrap Up
In-Reply-To: <468649460200003100028287@mailsrv4.gsu.edu>
References: <468649460200003100028287@mailsrv4.gsu.edu>
Message-ID: <6695144B-2F4C-413D-9A80-C1AF4FCE8C33@dclearns.org>

On Jun 30, 2007, at 12:15 PM, Daphne Greenberg wrote:

> I would like to thank David for organizing this discussion, and to  
> Margaret, Kathy, Darlene, Carl, and Jeff for helping lead the way  
> as we try to organize communities to mobilize and work together  
> towards literacy goals. I do hope that this discussion can continue  
> at some point. As David noted, it was a lively and very informative  
> discussion, and yet, much still needs to be discussed and in  
> greater depth. I think that issues of how to get coalitions  
> started, how to assess progress, how to apply for and share funding  
> sources are all critical topics that need a public forum such as  
> this one.

I agree with you -- we haven't had a lot of time to get into many of  
the subjects introduced. In re-reading the discussion this morning,  
we seemed to have tied a lot of loosely-related issues under the  
umbrella of community literacy.

A couple of final thoughts/responses:

On Jun 28, 2007, at 9:11 AM, Janet Isserlis wrote:

> In other words, does the fact that service providers/community  
> workers might
> proactively utilize plain language (because plain language, like  
> universal
> design, is just good for everyone),  multiple languages (brochures,  
> posters,
> etc) and otherwise might be thinking about literacy and  
> communication issues
> -- does all of this indicate a sense of communities' literacy  
> abilities  AND
> a sense of the critical need to be mindful of literacy/ 
> communication across
> service provision areas?

I think that's a really interesting and potentially more fruitful  
approach, because then you have the potential to engage key community  
partners at the same time.

Daphne also wrote:

> I am pleased that NIFL hosted a community literacy summit, I am  
> pleased that there is a community literacy journal, and I am  
> pleased that there was a special topics discussion devoted to  
> community literacy. What about next steps? I am wondering if an  
> annual community literacy conference hosted by NIFL would help?  
> Perhaps a NIFL discussion list devoted to community literacy? I  
> think that a m
>  omentum is slowly being created, I think that the time is right,  
> and I think that community literacy may be the way to finally get  
> the type of attention so many of us in the field seek from policy  
> makers and funders. I really hope that there is a next step!

There is an organization, Literacy USA, that has provided a network  
for coalition-building nationally for over ten years. Carl Guerierre  
and I both serve on the national board of directors. As the only  
national organization that historically has tied together the  
coalition work going on around the country over the years, I think  
that Literacy USA has the potential to move some of those things you  
mentioned forward, particularly if it works in partnership with NIFL  
and other national organizations. Resources, as always, is the big  
challenge.

I want to close with a word of encouragement to those reading this  
discussion who are new to developing coalitions or community  
partnerships, or perhaps frustrated in their efforts to pull one  
together. It's been mentioned a few times times last week that  
coalition-building is hard work to do and to sustain, but it's worth  
mentioning that again. It really isn't very easy, and if you are  
struggling, don't let the success stories here fool you into thinking  
otherwise. For one thing, in order to sustain such efforts over the  
long haul, I think you have to have the community, the public sector,  
and the business sector all engaged, involved, and on the same page.  
Sometimes, despite your best efforts, it doesn't work, but that  
doesn't mean you are necessarily doing something wrong in your  
approach. When the conditions are right, it will.

Many of the very strong coalitions and partnerships you have read  
about during this discussion have had their share of struggles  
starting out, and many probably still struggle at times. And some of  
the great models I have seen are surprisingly fragile when examined  
closely. I think that if you look at the longest-running  
partnerships, you'll see a lot of ups and downs --- the one constant  
being hard work and patience.

Thanks again for inviting me to participate. A lot of great resources  
and things to think about going forward. If anyone has any additional  
questions about D.C. LEARNs after the discussion is closed, feel free  
to drop me a line.

Jeff

-----------
Jeff Carter
Executive Director

DC LEARNs
1612 K Street, NW
Suite 300
Washington, DC 20006

www.dclearns.org
jcarter at dclearns.org
202-331-0141 ext. 22

From heide at literacywork.com  Mon Jul  2 17:42:47 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Mon, 2 Jul 2007 17:42:47 -0400
Subject: [SpecialTopics 444] Re: change in social indicators as ameasure of
	community literacy
In-Reply-To: <D6462167C51748B5AA8BBD7B72C022C0@cvca.int>
Message-ID: <FC296284F724334392D3C7D22CC4F2216DC846@ntxbeus09.exchange.xchg>

Thanks Linda for providing the right name and the link which gives
Minnesota credit for the "self-reliance assessment scale" It is indeed
used in various areas. 

We used a variation of the scale in your Youth Literacy project in
Canada where we looked at the family circumstances of the kids (based on
what we heard from the kids and interviews with the parents). We found
that most of the kids designated at risk came from family circumstances
that fit the "in crisis" or "vulnerable" descriptors. Given all the
turbulence factors in the lives of these kids, their resilience was just
remarkable.  

Sadly though, we found that families were able to move beyond being in
crisis or being vulnerable only temporarily when the next turbulence
bounced them right back down. 

Helping families move to "stable" and "safe" (let alone "thriving")
calls for broad collaboration around education, housing, health, and
safety and more intensive interventions than what is usually in place.
Literacy can play a strong part in this, but should not have to stand on
its own 

Thanks 

Heide

Heide Spruck Wrigley
Literacywork International 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Linda Hayes
Sent: Monday, July 02, 2007 9:45 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 442] Re: change in social indicators as
ameasureofcommunity literacy

The scale Heidi is talking about it the community action ROMA scale that
moves from in crises to thriving. Here is a link to some one of the
scales in ROMA, this one used by Massachusetts.
http://www.roma1.org/room4a.asp

Linda Hayes
Head Start/Adult Literacy Director
Clinch Valley Community Action, Inc.
P.O. Box 188
North Tazewell VA 24630
www.clinchvalleycaa.org
276-988-5583
Fax: 276-988-4041

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Downey, Stacey
Sent: Saturday, June 30, 2007 6:22 PM
To: Wrigley, Heide; specialtopics at nifl.gov
Subject: [SpecialTopics 434] Re: change in social indicators as a
measureofcommunity literacy

Sent with Wireless Sync from Verizon Wireless

---- Original Message ----
From: "Wrigley, Heide" <heide at literacywork.com>
Date: 6/29/07 4:43 pm
To: "specialtopics at nifl.gov" <specialtopics at nifl.gov>
Subj: [SpecialTopics 417] change in social indicators as a measure
ofcommunity literacy
Hi, Jon and others - I think developing sustainability indicators and
then measuring change along various dimensions is an excellent idea. In
the evaluations for AmeriCorps, we looked at the contributions that
literacy providers made to the overall health of a community, since
literacy couldn't very well take credit for all positive changes in a
community. 

In the last few years, we've been working with the California Community
Development Matrix (developed in Minnesota originally, I believe). This
matrix offers a scale continuum along which which community members may
fall. The continuum ranges from "in crisis" to "thriving" with various
points in between (vulnerable, stable). The matrix addresses various
dimensions (health, housing, employment)and contains a matrix with
descriptors for each level. While "education" is included, literacy (or
English language proficiency is not). 

I think scales and rubrics of this sort can be adapted to include
literacy and English proficiency and your example of the social
indicators are a great example of how literacy can be made visible as
one factor that contributes to community health 

Cheers 

Heide

Heide Spruck Wrigley
New Mexico  

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Jon Engel
Sent: Friday, June 29, 2007 11:20 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 414] Re: What would be required to measure
CommunityLiteracy Impact?

Good Afternoon,

Measuring literacy levels across communities is indeed difficult.  I
know of
no other resources other than thee census and NALS/NAAL.  However,
Austin
and Central Texas has a really great project that I wonder if other
communities might have.

It is called the Central Texas Sustainability Indicators Project, and it
releases a data report every other year.  The report has developed
"sustainability indicators" across several domains such as public
safety,
education and children, social equity, civic engagement, economy,
health,
environment, and land use and mobility.  The report utilizes hard data
sources and a locally designed phone survey. 

The 2006 reported that 30% of the population reported that they felt
limited
"a great deal" by their lack of English proficiency in their day to day
activities.  The report stated that the trend was "worsening" and that
the
community needed to "take action".

You should be able to see the report at www.centex-indicators.org

Jon Engel
 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Janet Isserlis
Sent: Thursday, June 28, 2007 8:11 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 394] Re: What would be required to measure
Community
Literacy Impact?

David and all,

Interesting question.  Without rehashing the complex arguments and
elements
of the 'validity' of the NALS or NAAL, I'm wondering if folks working
in,
say, health or community development/housing - have formal or informal
measures of the literacy strengths of their constituents.

In other words, does the fact that service providers/community workers
might
proactively utilize plain language (because plain language, like
universal
design, is just good for everyone),  multiple languages (brochures,
posters,
etc) and otherwise might be thinking about literacy and communication
issues
-- does all of this indicate a sense of communities' literacy abilities
AND
a sense of the critical need to be mindful of literacy/communication
across
service provision areas?

I realize this is not gold standard science, but I am curious to see if
there has been any shift in communication by service providers.  As
well,
how does literacy happen all the time away from literacy provision?
(Think
New Literacy Studies - Hamilton, Barton; think  (Arlene) Hannah
Fingeret's
social networks, think community literacy itself.

Community literacy maybe encompasses communities' strengths and
abilities so
that communities themselves have access, options, and (?) degrees of
power?

This, of course, is difficult to measure.

Janet Isserlis

> From: "David J. Rosen" <djrosen at comcast.net>
> Reply-To: <specialtopics at nifl.gov>
> Date: Thu, 28 Jun 2007 07:48:23 -0400
> To: <specialtopics at nifl.gov>
> Subject: [SpecialTopics 393] What would be required to measure
Community
> Literacy Impact?
> 
> Community Literacy Colleagues,
> 
> Since we are looking at outcomes and impact of community literacy
> today, let's consider what a city would need to measure the impact of
> a major citywide community literacy effort.  One important measure
> might be the literacy level of city residents.  At present, the only
> ways I am aware of to measure that for adults are:
> 
> 1) Census data,  and
> 2) The NALS or NAAL
> 
> The census, however,  measures the years of school completed, not the
> adult literacy level. The NALS, NAAL, and the next national
> assessment, each measure a scientific sample of adults, but so far
> this assessment has not been conducted in cities, only in a handful
> states, and it is costly -- several hundred thousand dollars, I
> believe.  Are there other adult literacy assessments that we should
> be aware of that measure a random sample residents -- not just those
> enrolled in programs? Are there plans for a new -- or modified
> assessment -- a new urban NAAL, for example -- that could meet this
> need?
> 
> David J. Rosen
> Special Topics Discussion Leader
> djrosen at comcast.net
> 
> 
> David J. Rosen
> djrosen at comcast.net
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to janet_isserlis at brown.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
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Email delivered to jengel at communityaction.com

-------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
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Email delivered to heide at literacywork.com
-------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
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Email delivered to sdowney at udc.edu

-------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to lhayes at clinchvalleycaa.org

From amandaleslie-spinks at islandnet.com  Tue Jul  3 11:55:30 2007
From: amandaleslie-spinks at islandnet.com (Amanda Leslie-Spinks)
Date: Tue, 3 Jul 2007 08:55:30 -0700
Subject: [SpecialTopics 445]  Fw: measuring community literacy
Message-ID: <000b01c7bd8a$9626f320$6400a8c0@your3a4470ebc6>

Thanks, David.  

Here it is without the attachments.

Amanda
----- Original Message ----- 
From: Amanda Leslie-Spinks 
To: specialtopics at nifl.gov 
Sent: Sunday, July 01, 2007 10:37 AM
Subject: measuring community literacy

Hello everyone.

Sorry for this late addition to the outcome measurement discussion.  I just wanted to attach a tool that was developed in B.C. and is currently "fighting for its life" in a changed political climate, in which the government (funder) is once again closing down its focus to measurable IALLS data.

Five outcomes tools were tested but this one focuses on data-collection related to "funder-friendly" outcomes for community coalitions and may give people some ideas.  It was developed by Christy Duke and Betty Knight of the Columbia Basin Alliance for Literacy and you should be able to assess relevant information about the tools from the Literacy BC website under the research tab. http://www2.literacy.bc.ca/Research/groundup/groundup.pdf   The project name is From the Ground Up.   

Amanda Leslie-Spinks
Regional Literacy Coordinator
Victoria, B.C., Canada
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From djrosen at comcast.net  Wed Jul  4 08:16:56 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 4 Jul 2007 08:16:56 -0400
Subject: [SpecialTopics 446] Community Literacy Discussion: Compilation of
	Coalition Slogans
Message-ID: <EEAADC48-F5D2-49B1-BF08-1D6C4AB17CDE@comcast.net>

Community Literacy Colleagues,

As promised, here is a compilation of literacy coalition 'tag lines"  
sent in response to Darlene Kostrub's request for information about  
what brand slogans literacy coalitions use.  If you have others, you  
can send them to Darlene at DSKostrub at aol.com. Please do not send  
them to the Special Topics list.  Thanks.

1. ?Open a Window To The World"  Learn to Read Teach Someone to Read.
Cynthia.Breeden at hayward-ca.gov

2. ?Give the gift of literacy? rlauderdale at AltadenaLibrary.org

3. ?Bringing Learning to Life? community-based adult learning  
association in Colchester County, Nova Scotia, Canada.  
Jayne.Hunter at nscc.ca

4. "Learning, Literacy, Living". Kate Diggins, Director of Adult  
Education
Guadalupe Schools. Kate.Diggins at slc.k12.ut.us

5. "Literacy Spans a Lifetime" Robin R. Wright Parker, Families For  
Literacy Coordinator, Escondido Public Library,  
rwrightparker at ci.escondido.ca.us

6. Literacy United. . . Helping People be ABLE to Succeed   We are  
closely aligned with the Adult Basic and Literacy Education programs  
that provide the services in Union County. Cheryl Hagerty  
chagerty at co.union.oh.us

7. "Read to Succeed" dgeorge at cabell.lib.wv.us

8. "RALLY! Jacksonville" then underneath it says "Leading with reading!"
One of the secrets for us was using a graphic design agency ? they  
kept us true to the branding in everything we do ? same color palette  
is always used and generally the same format. GingerP at coj.net

===========

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From djrosen at comcast.net  Sun Jul  8 23:19:28 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sun, 8 Jul 2007 23:19:28 -0400
Subject: [SpecialTopics 446]  Community Literacy Postscript: Branding
References: <000801c7bf3f$189ee5a0$a800000a@cainc.local>
Message-ID: <E9D024D7-CACF-4AF8-9C29-D8DEA1195403@comcast.net>

Community Literacy Colleagues,

It looks like we missed this brand slogan from The Literacy Coalition  
of Central Texas, the Fort Worth Literacy Coalition, and the Texas  
Association of Adult Literacy Councils.  I hope we haven't missed any  
others.  If we have, however, please do not post further messages  
about this to this discussion list now.  I am planning another  
discussion on community literacy within the year.  Any further  
comments or questions would be welcome then.

Our next discussion, with Dr. John Tyler, on GED research will begin  
Monday, July 23rd.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

Begin forwarded message:

> From: "Jon Engel" <jengel at communityaction.com>
> Date: July 5, 2007 4:00:11 PM EDT
> To: <djrosen at comcast.net>
> Subject: FW: [SpecialTopics 400]  Branding
>
> David,
>
>
>
> Perhaps you did not receive my earlier post to the community  
> literacy discussion in regard to Branding.  See below.  I did not  
> see it referenced on the compilation of tag lines you just mailed.   
> The Literacy Coalition of Central Texas came up with read write  
> learn with earn in green for out Literacy Day at the Capitol where  
> we had 400 literacy students and practitioners all visit with state  
> legislators about the wisdom of the State increasing its support  
> for adult education.  All of us wore large buttons with the slogan  
> on it which let to the Texas Association of Adult Literacy Councils  
> adoptingit as the theme for their State Conference and the Fort  
> Worth Literacy Coaltion to adopt it.  For whatever reason, it is  
> gaining traction in the LoneStart State.
>
>
>
> Best Regards,
>
>
>
> Jon Engel
>
> LCCT Board Chair
>
>
>
> Adult Education Director
>
> Community Action Inc,
>
> San Marcos, TX
>
>
>
> From: Jon Engel [mailto:jengel at communityaction.com]
> Sent: Friday, June 29, 2007 4:21 PM
> To: 'specialtopics at nifl.gov'
> Subject: RE: [SpecialTopics 400] Branding
>
>
>
> The Literacy Coalition of Central Texas, the Fort Worth Literacy  
> Coalition, and the Texas Association of Adult Literacy councils  
> have all adopted the following
>
>
>
> READ WRITE LEARN
>
>
>
> Jon Engel
>
>
>
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics- 
> bounces at nifl.gov] On Behalf Of DSKostrub at aol.com
> Sent: Friday, June 29, 2007 5:12 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 400] Branding
>
>
>
> I have a specific question for any community literacy groups  
> engaged in this discussion.  We are seeking to work on the  
> "branding" issue during the coming year.  One of the things we want  
> to do is to capture in a tagline the essence of who we are and what  
> we do.
>
>
>
> Could any of you share your tagline?
>
>
>
> For instance, a neighboring coalition has a tagline something like,  
> "Learn More, Earn More, Be More...."
>
>
>
>
>
> Thanks for your help!
>
>
>
> Darlene Kostrub
>
> Palm Beach County Literacy Coalition
>
> www.pbcliteracy.org
>
>
>
> See what's free at AOL.com.
>
>

From djrosen at comcast.net  Wed Jul 11 11:23:25 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 11 Jul 2007 11:23:25 -0400
Subject: [SpecialTopics 447] GED Outcomes and Earnings Discussion with Dr.
	John Tyler
Message-ID: <1F1F28FC-6ABB-4CDE-BE4E-7D255EA361A9@comcast.net>

Colleagues,

On July 23rd, on the National Institute for Literacy Special Topics  
list, we will begin discussing the General Educational Development  
(GED) diploma outcomes research of John Tyler. Dr. Tyler is Associate  
Professor of Education, Economics, and Public Policy at Brown  
University in Providence, Rhode Island. Dr. Tyler will take our  
questions from the week's discussion, will respond to them the  
following Monday, July 30, and will continue to respond to follow-up  
questions throughout the week of July 30th.

To prepare for this discussion please look at a 30-minute video  
discussion with John Tyler; teacher, Sara Fass; and professional  
development coordinator, Sue Snider.  The video panel discussion  
focuses on the economic benefits that accrue to holders of the GED  
credential. It was based on a review by John Tyler of eight  
(published and working) research papers on the GED. Several of these  
papers were authored by John Tyler, Richard Murnane, and John  
Willett, researchers with the National Center for the Study of Adult  
Learning and Literacy (NCSALL) whose work has influenced what we know  
about the economic benefits of the GED.
http://www.nifl.gov/nifl/webcasts/ged/webcast_ged.html

The following readings, mentioned in the video panel discussion,  
would also be useful preparation for this discussion:

NCSALL GED Research Briefs
http://www.ncsall.net/?id=27
Seven briefs by John Tyler are linked on this page, among which are:
"The Economic Benefits of the GED: A Research Synthesis", "So You  
Want a GED? Estimating the Impact of the GED on the Earnings of  
Dropouts Who Seek the Credential", "Who Benefits from Obtaining a  
GED? Evidence from High School and Beyond", and "Estimating the Labor  
Market Signaling Value of the GED"

Beyond the GED: Making Conscious Choices About the GED and Your Future
http://www.ncsall.net/fileadmins/resources/teach/beyond_ged.pdf

The following additional GED research articles by John Tyler will be  
found in .pdf  on his Web page at
http://www.brown.edu/Departments/Education/personnel.php? 
who=jhtyler#pubs
2005 - "Is the GED an Effective Route to Postsecondary Education?"
2004 - "Does the GED Improve Earnings? Estimates from a Sample of  
Both Successful and Unsuccessful GED Candidates?" Industrial and  
Labor Relations Review 57:4 (2004), 579-98.
2004 - "The Devil?s in the Details: Evidence from the GED on the  
Large Effects of Small Differences in High Stakes Exams ".  Economics  
of Education Review 23:4 (2004), 336-49. With Richard J. Murnane and  
John B. Willett.

GED teachers, especially, will find the following publication of GED  
outcomes data -- intended to be used by GED teachers and their  
students -- of special interest. It was written by Sara Fass and  
Barbara Garner in 2000, and updated by Eileen Barry in 2006.
"Beyond the GED: Making Conscious Choices About the GED and Your Future"
http://www.ncsall.net/?id=1099

You or your colleagues who may wish to join this discussion can  
subscribe by going to
http://www.nifl.gov/mailman/listinfo/specialtopics
After you complete the simple registration form (30 seconds) you will  
receive an email asking you to confirm that you wish to subscribe.   
Immediately reply to the email to complete your subscription. After  
the discussion ends you can unsubscribe from the same Web address, or  
stay on for the next discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

From djrosen at comcast.net  Sat Jul 21 07:08:33 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 21 Jul 2007 07:08:33 -0400
Subject: [SpecialTopics 448]  GED Outcomes Discussion with Dr. John Tyler
Message-ID: <1BAC8B54-B6E5-4D61-9434-5984964EC5E8@comcast.net>

Special Topics Colleagues,

On Monday, July 23rd, on  the National Institute for Literacy Special  
Topics discussion list, we will begin discussing the General  
Educational Development (GED) diploma outcomes research of John  
Tyler. The process for the discussion is as follows:

Now: Prepare for the discussion by looking at and/or reading the  
preparation materials described below
Monday, July 23rd -Thursday, July 26th: Post your questions to the  
discussion list
Friday, July 27th: I will organize and send your questions to Joh Tyler
Monday, July 30th - Friday, August 3rd: Dr. Tyler will reply to your  
questions and reply to your follow-up questions and comments.

This process depends on your preparation and your questions, so I  
hope you will take the time now to watch the video, read the articles  
and fire off questions to specialtopics at nifl.gov

Guest Biography

Dr. Tyler is Associate Professor of Education, Economics, and Public  
Policy, and Education Department Chair at Brown University, in  
Providence, Rhode Island. Dr. Tyler will take our questions from the  
week's discussion, will respond to them the following Monday, July  
30, and will continue to respond to follow-up questions throughout  
the week of July 30th.

Discussion Preparation

To prepare for this discussion you can view a 30-minute video  
discussion with John Tyler; teacher, Sara Fass; and professional  
development coordinator, Sue Snider.  The video panel discussion  
focuses on the economic benefits that accrue to holders of the GED  
credential. It was based on a review by John Tyler of eight  
(published and working) research papers on the GED. Several of these  
papers were authored by John Tyler, Richard Murnane, and John  
Willett, researchers with the National Center for the Study of Adult  
Learning and Literacy (NCSALL) whose work has influenced what we know  
about the economic benefits of the GED.

The following readings, mentioned in the video panel discussion,  
would be useful preparation for this discussion:

NCSALL GED Research Briefs
http://www.ncsall.net/?id=27
Seven briefs by John Tyler are linked on this page, among which are:
"The Economic Benefits of the GED: A Research Synthesis", "So You  
Want a GED? Estimating the Impact of the GED on the Earnings of  
Dropouts Who Seek the Credential", "Who Benefits from Obtaining a  
GED? Evidence from High School and Beyond", and "Estimating the Labor  
Market Signaling Value of the GED"

Beyond the GED: Making Conscious Choices About the GED and Your Future
http://www.ncsall.net/fileadmins/resources/teach/beyond_ged.pdf

GED teachers, especially, will find the following publication of GED  
outcomes data -- for GED students -- of special interest. It was  
written by Sarah Fass and Barbara Garner, April 2000, and updated by  
Eileen Barry, 2006.
Beyond the GED: Making Conscious Choices About the GED and Your Future
http://www.ncsall.net/?id=1099

Helping Others to Subscribe

Please send this subscription information to your colleagues who may  
wish to join this discussion:

One can subscribe by going to

http://www.nifl.gov/mailman/listinfo/specialtopics

After completing the simple registration form (30 seconds) you will  
receive an email asking you to confirm that you wish to subscribe.   
Immediately reply to the email message to complete your subscription.  
After the discussion ends you can unsubscribe from the same Web  
address, or stay on for the next discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From djrosen at comcast.net  Sat Jul 21 07:10:49 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 21 Jul 2007 07:10:49 -0400
Subject: [SpecialTopics 448]  Tips for Discussion List Subscribers
References: <013401c7bcba$f2484530$0302a8c0@LITNOW>
Message-ID: <A87EC5B5-7096-48E2-96F2-B4D309D22A68@comcast.net>

Special Topics Subscribers,

Thanks to Marie Cora, Moderator of the National Institute for  
Literacy Assessment Discussion List, for these National Institute for  
Literacy discussion list tips:

Discussion List Tips

Here are some suggestions for maximizing your experience as a  
discussion list member, both in terms of getting the most out of the  
content, as well as minimizing the time and effort involved in  
following the discussion list.

Posting to the List

Please include an email address in your signature line in at least  
your first message so that subscribers can respond to your inquiry  
off-list if they choose. Include your name in every message you post.

Please be sure that the Subject Line heading matches the content of  
your message; many subscribers follow discussion threads via the  
Subject Line, and often, the message content shifts as people  
converse, but the Subject Line remains the same from the first posted  
message.  This makes it more difficult to follow discussion threads.   
Please remember to check the Subject Line info and change it to  
appropriately reflect your message content, if needed.

Consider whether your reply is best suited to send to only one person  
or the whole group.

Managing Your Subscription

Digest Format

This format allows subscribers to receive discussion list messages  
"bundled" into one or two emails per day. The subject line will not  
be topic-specific, so any replies to digest format often mean the  
subject line will need adjusting before replying. Also, subscribers  
using digest format do not receive the information that was posted  
right away. Because of that, this option may or may not suit  
everyone?s needs.

To select Digest format, from the Special Topics Discussion List page,

http://www.nifl.gov/mailman/listinfo/specialtopics ,

scroll down to Unsubscribe and other options at the bottom, and enter  
your subscription email address.

This takes you to a page where it asks you if you want to unsubscribe  
or to log in using your password. Log in. (There is a button you can  
select to have your password emailed to you if you've forgotten it.)

Once you've logged in, scroll down to  "set digest mode". Click this  
to "on", then scroll down further and click "submit my changes."

Use the archives

You do not have to be subscribed to a discussion list to use the  
archives, so if you are interested in reading about certain topics,  
but don?t want to be a discussion list member, this option is open  
for you.  (See below for more information on using the archives.)

Using the Archives

To read full discussions, or search and read the archives, visit the  
Assessment List Archives at:

http://www.nifl.gov/mailman/listinfo/specialtopics

The archives can be sorted by thread/subject/author.

In the right-hand toolbar:

Select Search Archives; you can search just the Assessment archives  
or all the List archives from here; search by thread, subject, or  
author.

Select List Events to view information on upcoming, as well as past,  
Discussion Topics.

Select List Help for the FAQ about using the Lists.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From djrosen at comcast.net  Mon Jul 23 11:34:43 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 23 Jul 2007 11:34:43 -0400
Subject: [SpecialTopics 449]  Questions for GED Outcomes Discussion
Message-ID: <0463DB97-D686-466F-B5CB-5A0234F83F46@comcast.net>

Colleagues,

Today we begin the first part of the discussion on earnings outcomes  
for GED holders.  Later this week I will compile your questions and e- 
mail them to Dr. John Tyler who will reply to your questions  
beginning Monday next week.

Below you will find more information about John Tyler, how to prepare  
for the discussion, and how others can subscribe to the discussion.  
To post a discussion question, send it to specialtopics at nifl.gov

Now, let's begin with your questions. Here are the ones I have  
received so far:
--------------
Questions
--------------

1. Fran Tracy Mumford [ fmumford45 at hotmail.com ] e-mailed me this  
question for the discussion:

I am concerned about the content knowledge needed to obtain the  
minimum GED Test score.  To pass the test with a 2250 and no less  
than a 410 with an average of 450 requires:

	1. Minimum of 8th grade writing skills
	2. 9th grade math with one semester of Algebra
	3. US History course
	4. Life Science/Bio course

This level of skill is not sufficient to enter postsecondary education.

I know that the GED Testing Service will say that this is equivalent  
to high school students graduating today and these skills may be so,  
but this level of skill is inadequate and we do a disservice to our  
adults giving them this minimum level of skill.

This limited level of skills to pass the GED with minimal passing  
scores substantiates the findings of John Tyler.  If we look beyond  
minimal scores to higher GED scores and earning power, things change,  
as I remember the research.

I am on a "crusade" to focus on skills needed for adults to be  
successful in postsecondary ed and on the job. Since most people  
won't wait to get the GED, we need to focus on transition program  
after they get the GED.  It is harder to find finding once they get  
the GED and more difficult to keep them in the program after they get  
the GED.

The research is quite clear -- go on to postsecondary ed.

My question is: "What correlation or relationship is found between  
GED Test scores and success in postsecondary education?"

2. In the panel discussion on GED Earnings [ http://www.nifl.gov/nifl/ 
webcasts/ged/webcast_ged.html ] you mentioned two tentative findings:  
1. The Existence of the GED may induce students to drop out of  
school; and 2. Low payoff to GEDs obtained in prison at least for  
white, male offenders. Has there been more research that confirms  
these findings?

3. Is there more recent research you have done, Dr. Tyler, or that  
others have done on earnings outcomes or other outcomes from the GED?  
Are you aware of research in progress or planned for this area?

4. Our publicly-funded adult education system allows programs to  
count adult learners who enroll for at least 12 hours. Your research  
suggests that people whose goal is earnings gains will not benefit  
unless they have hundreds of hours of instruction. Do you think adult  
education programs are misleading students and taxpayers?  Shouldn?t  
the publicly-funded system require ? and adequately fund ? hundreds  
of hours of instruction for each student who has the goal of  
increasing his/her economic situation by attending adult education  
classes to prepare for the GED?

More questions to come.....yours!

---------------------------------------
Background and Preparation
---------------------------------------
On Monday, July 23rd, on  the National Institute for Literacy Special  
Topics discussion list, we will begin discussing the General  
Educational Development (GED) diploma outcomes research of John  
Tyler. The process for the discussion is as follows:

Now: Prepare for the discussion by looking at and/or reading the  
preparation materials described below
Monday, July 23rd -Thursday, July 26th: Post your questions to the  
discussion list
Friday, July 27th: I will organize and send your questions to Joh Tyler
Monday, July 30th - Friday, August 3rd: Dr. Tyler will reply to your  
questions and reply to your follow-up questions and comments.

This process depends on your preparation and your questions, so I  
hope you will take the time now to watch the video, read the articles  
and fire off questions to specialtopics at nifl.gov

Guest Biography

Dr. Tyler is Associate Professor of Education, Economics, and Public  
Policy, and Education Department Chair at Brown University, in  
Providence, Rhode Island. Dr. Tyler will take our questions from the  
week's discussion, will respond to them the following Monday, July  
30, and will continue to respond to follow-up questions throughout  
the week of July 30th.

Discussion Preparation

To prepare for this discussion you can view a 30-minute video  
discussion with John Tyler; teacher, Sara Fass; and professional  
development coordinator, Sue Snider.  The video panel discussion  
focuses on the economic benefits that accrue to holders of the GED  
credential. It was based on a review by John Tyler of eight  
(published and working) research papers on the GED. Several of these  
papers were authored by John Tyler, Richard Murnane, and John  
Willett, researchers with the National Center for the Study of Adult  
Learning and Literacy (NCSALL) whose work has influenced what we know  
about the economic benefits of the GED.

http://www.nifl.gov/nifl/webcasts/ged/webcast_ged.html

The following readings, mentioned in the video panel discussion,  
would be useful preparation for this discussion:

NCSALL GED Research Briefs
http://www.ncsall.net/?id=27
Seven briefs by John Tyler are linked on this page, among which are:
"The Economic Benefits of the GED: A Research Synthesis", "So You  
Want a GED? Estimating the Impact of the GED on the Earnings of  
Dropouts Who Seek the Credential", "Who Benefits from Obtaining a  
GED? Evidence from High School and Beyond", and "Estimating the Labor  
Market Signaling Value of the GED"

Beyond the GED: Making Conscious Choices About the GED and Your Future
http://www.ncsall.net/fileadmins/resources/teach/beyond_ged.pdf

GED teachers, especially, will find the following publication of GED  
outcomes data -- for GED students -- of special interest. It was  
written by Sarah Fass and Barbara Garner, April 2000, and updated by  
Eileen Barry, 2006.
Beyond the GED: Making Conscious Choices About the GED and Your Future
http://www.ncsall.net/?id=1099

Helping Others to Subscribe

Please send this subscription information to your colleagues who may  
wish to join this discussion:

One can subscribe by going to

http://www.nifl.gov/mailman/listinfo/specialtopics

After completing the simple registration form (30 seconds) you will  
receive an email asking you to confirm that you wish to subscribe.   
Immediately reply to the email message to complete your subscription.  
After the discussion ends you can unsubscribe from the same Web  
address, or stay on for the next discussion.

David J. Rosen
Special Projects Discussion Moderator
djrosen at comcast.net

From howard at riral.org  Mon Jul 23 11:36:58 2007
From: howard at riral.org (Howard Dooley)
Date: Mon, 23 Jul 2007 11:36:58 -0400
Subject: [SpecialTopics 450]  GED discussion
Message-ID: <0BF2D0726318524ABEF6D58E7BB3CCEB0B9355@pdc.Riral.local>

Dr Tyler, I was particularly interested in a point made in the "...(GED)
Credential: History, Current Research, and Directions for Policy and
Practice." 

"A final lesson from this study [Murnane, Willet, and Boudett (1999)] is
that the one type of human capital investment in which a large
percentage of male GED recipients participated - off-the-job training -
did not result in higher wages. Off-the-job training in the study is
defined as government-sponsored training or training provided by a
proprietary school. Forty-one percent of the GED holders obtained some
off-the-job training, and the median amount of training time for those
who obtained any was 569 hours. However, this type of vocational
training had no measurable effect on their wages." (page 73) Later in
the article, the same non-effect is noted for female GED recipients in
another study. [Boudett (2000)]

 

Could you describe the types of programs referred to as "off-the-job
training", or name the training programs included in this or similar
studies? Does this include proprietary schools such as Sawyers' or
Catherine Gibbs? Does it refer to programs such as YouthBuild, CityYear
or Year Up? Does it include WIA Title I programs?

 

Concerning the programs it does refer to, or to which it can be inferred
to refer to, what if any reasonable policy decisions should be made
about referring learners from adult education programs to these
off-the-job training programs as next-steps? What if any reasonable
policy decisions should be made about funding these off-the-job training
programs?

 

Thank you for your response.

 

Howard Dooley

RIRAL

Woonsocket, RI

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From djrosen at comcast.net  Mon Jul 23 18:29:41 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 23 Jul 2007 18:29:41 -0400
Subject: [SpecialTopics 451]  GED Earnings Discussion with Dr. John Tyler
Message-ID: <764FA150-5B8B-4671-9DF4-1D26B380D563@comcast.net>

Welcome to those who have just joined us for the discussion on GED  
earnings outcomes.

Earlier today several questions were posted for researcher John  
Tyler, who will be replying to questions beginning Monday, next  
week.  Now is the time to post your questions.

To catch up, the discussion is archived, beginning with message 447, at
http://www.nifl.gov/pipermail/specialtopics/2007/date.html

To learn how to prepare for the discussion, read about John Tyler's  
background, or get subscription information, go to
http://www.nifl.gov/pipermail/specialtopics/2007/000457.html

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From djrosen at comcast.net  Tue Jul 24 09:44:09 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 24 Jul 2007 09:44:09 -0400
Subject: [SpecialTopics 452]  Post your questions to John Tyler
Message-ID: <7B8E92C4-00F1-4B91-8C97-3D6FEA1AC26C@comcast.net>

Welcome to those who have just joined us for the discussion on GED
earnings outcomes.

Yesterday, several questions were posted for researcher John
Tyler, who will be replying to questions beginning Monday, next
week.  Now is the time to post your questions.

To catch up, the discussion is archived, beginning with message 447, at
http://www.nifl.gov/pipermail/specialtopics/2007/date.html

To learn how to prepare for the discussion, to read about John Tyler's
background, or to get Special Topics Discussion list subscription  
information, go to
http://www.nifl.gov/pipermail/specialtopics/2007/000457.html

GED teachers, especially, will find the following publication of GED
outcomes data -- for GED students -- of special interest. It was
written by Sarah Fass and Barbara Garner, April 2000, and updated by
Eileen Barry, 2006.
Beyond the GED: Making Conscious Choices About the GED and Your Future
http://www.ncsall.net/?id=1099

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From khinson at almanid.com  Tue Jul 24 10:27:38 2007
From: khinson at almanid.com (Katrina Hinson)
Date: Tue, 24 Jul 2007 16:27:38 +0200
Subject: [SpecialTopics 453]  Questions for GED Outcomes Discussion
Message-ID: <46A6287A020000A0000050B4@fgwiel01a.wie.de.almanid.com>

After reading through the articles provided, I have several questions:

1) What has been done, research wise, to look at the impact of the revised GED test from 2002 to present and its impact on earning or learning gains? 

2) In the article "Who Benefits from Obtaining a  GED?", it was stated that "Male GED recipients do not earn as much, on average at age 27, as observationally similary high school graduates."  That paragraph goes on to state that traditional high school graduates are more likely to seek post secondary education than GED recipients. The question is why? Why aren't GED graduates seeking post secondary education/credentials of some kind? How can parternships be made or developed that actually encourage this kind of movement. 

An additional question I had when I read that section was related to the perception of the GED. Are GED holders paid less because employers associated a "lack" of something with regards to a person having a GED. Are employees paid less because of negative "stigma" associated with the GED? If so, what can be done to proactively address such a problem? 

 I've encountered students who come in and think that getting a GED is somehow less valued. They make comments about how if they get a GED they are somehow less intelligent. It seems there are a ton of perceptions and mis-perceptions about the GED - how do we help students overcome them?

3) What kind of research has been done about GED to Job transitions?  There has been research regarding the need to "transition" students between GED and post secondary education, but what about those students who don't really want to go to college but desire more "work" or "vocational" skills. How does the GED prepare them for the world of work, rather than the "academic" world? If it doesn't , where does it fall short and what needs to be addressed to ensure that students are adequately prepared for either "path" they may choose to take.

Regards,

Katrina Hinson

From djrosen at comcast.net  Tue Jul 24 11:15:03 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 24 Jul 2007 11:15:03 -0400
Subject: [SpecialTopics 454]  Error in Beyond the GED link
References: <fc.00663c0800caff5f00663c0800caff5f.caff80@yorkschools.org>
Message-ID: <63222673-9C78-4E87-824C-69478388E165@comcast.net>

Colleagues,

Thanks to Deanna Strand, from York Adult and Community Education in  
Maine, who has called my attention to an error in the link to "Beyond  
the GED: Making Conscious Choices About the GED and Your Future ".  
The Web address should be:

http://www.ncsall.net/fileadmin/resources/teach/beyond_ged.pdf

(There was an extra "s" after "fileadmin" that shouldn't be there)

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From julie_mcKinney at worlded.org  Thu Jul 26 11:32:27 2007
From: julie_mcKinney at worlded.org (Julie McKinney)
Date: Thu, 26 Jul 2007 11:32:27 -0400
Subject: [SpecialTopics 455] Re: GED Outcomes and Earnings Discussion	with
	Dr. John Tyler
Message-ID: <46A8864B0200002D00003110@bostongwia.jsi.com>

Here are a few relevant additions to this discussion from Focus on Basics (FOB).

For a one page overview of John Tyler's study, "Is the GED an Effective Route to Postsecondary Education?",
see this FOB conversation with Barb Garner and John Tyler:
http://www.ncsall.net/?id=1155

Also, for an offshoot topic, see this week's FOB Article-of-the-Week:

What Are the Economic Effects of Earning a GED in Prison? 
http://www.ncsall.net/?id=822

What economic impact does earning a certificate of General Educational Development (GED) offer offenders after they are released from prison? NCSALL researcher John Tyler and a colleague, Jeffrey Kling of Princeton University, examined this question using data from the state of Florida. In this article, Barb Garner describes the study, some inplications, and some intriguing questions.

Looking forward to this discussion!

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "David J. Rosen" <djrosen at comcast.net> 07/11/07 11:23 AM >>>
Colleagues,

On July 23rd, on the National Institute for Literacy Special Topics  
list, we will begin discussing the General Educational Development  
(GED) diploma outcomes research of John Tyler. Dr. Tyler is Associate  
Professor of Education, Economics, and Public Policy at Brown  
University in Providence, Rhode Island. Dr. Tyler will take our  
questions from the week's discussion, will respond to them the  
following Monday, July 30, and will continue to respond to follow-up  
questions throughout the week of July 30th.

To prepare for this discussion please look at a 30-minute video  
discussion with John Tyler; teacher, Sara Fass; and professional  
development coordinator, Sue Snider.  The video panel discussion  
focuses on the economic benefits that accrue to holders of the GED  
credential. It was based on a review by John Tyler of eight  
(published and working) research papers on the GED. Several of these  
papers were authored by John Tyler, Richard Murnane, and John  
Willett, researchers with the National Center for the Study of Adult  
Learning and Literacy (NCSALL) whose work has influenced what we know  
about the economic benefits of the GED.
http://www.nifl.gov/nifl/webcasts/ged/webcast_ged.html

The following readings, mentioned in the video panel discussion,  
would also be useful preparation for this discussion:

NCSALL GED Research Briefs
http://www.ncsall.net/?id=27
Seven briefs by John Tyler are linked on this page, among which are:
"The Economic Benefits of the GED: A Research Synthesis", "So You  
Want a GED? Estimating the Impact of the GED on the Earnings of  
Dropouts Who Seek the Credential", "Who Benefits from Obtaining a  
GED? Evidence from High School and Beyond", and "Estimating the Labor  
Market Signaling Value of the GED"

Beyond the GED: Making Conscious Choices About the GED and Your Future
http://www.ncsall.net/fileadmins/resources/teach/beyond_ged.pdf

The following additional GED research articles by John Tyler will be  
found in .pdf  on his Web page at
http://www.brown.edu/Departments/Education/personnel.php? 
who=jhtyler#pubs
2005 - "Is the GED an Effective Route to Postsecondary Education?"
2004 - "Does the GED Improve Earnings? Estimates from a Sample of  
Both Successful and Unsuccessful GED Candidates?" Industrial and  
Labor Relations Review 57:4 (2004), 579-98.
2004 - "The Devil?s in the Details: Evidence from the GED on the  
Large Effects of Small Differences in High Stakes Exams ".  Economics  
of Education Review 23:4 (2004), 336-49. With Richard J. Murnane and  
John B. Willett.

GED teachers, especially, will find the following publication of GED  
outcomes data -- intended to be used by GED teachers and their  
students -- of special interest. It was written by Sara Fass and  
Barbara Garner in 2000, and updated by Eileen Barry in 2006.
"Beyond the GED: Making Conscious Choices About the GED and Your Future"
http://www.ncsall.net/?id=1099

You or your colleagues whmailman/listinfo/specialtopics
After you complete the simple registration form (30 seconds) you will  
receive an email asking you to confirm that you wish to subscribe.   
Immediately reply to the email to complete your subscription. After  
the discussion ends you can unsubscribe from the same Web address, or  
stay on for the next discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to julie_mckinney at worlded.org

From djrosen at comcast.net  Thu Jul 26 11:37:34 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 26 Jul 2007 11:37:34 -0400
Subject: [SpecialTopics 456] Now is the time to post your questions and
	comments for John Tyler
Message-ID: <30B401A0-B39D-49DC-B144-105568EF95B8@comcast.net>

Colleagues,

Apparently due to some problems that Verizon was experiencing in  
Washington, D.C. yesterday, the National Institute for Literacy  
discussion list server was down. So if you posted to the Special  
Projects list yesterday it might take a few hours or a day before  
your message is posted.

Things appear to be back up now, so please post your questions to Dr.  
John Tyler now.

If you have just subscribed to this discussion, go to http:// 
www.nifl.gov/lincs/discussions/specialtopics/07GED.html to read how  
to prepare, and to http://www.nifl.gov/pipermail/specialtopics/2007/ 
date.html to read the messages posted so far.

This discussion depends on questions from you about the GED earnings  
outcomes research.

Practitioners: Were you surprised when you learned that earning a GED  
in most cases has little or no impact on earnings? If you are a GED  
teacher, do you have questions about what to do about that?  Do you  
wonder if this is just one, isolated piece of research, and if you  
can have confidence in these findings? Have you looked at Sara Fass  
and Barbara Garner's (free) GED class instructional materials on GED  
earnings? Would these be useful to you?

Now is the time to look at the video, read the (short) articles and  
post your question(s).

Researchers: How do Tyler's findings connect with your own research?

Policy makers and Administrators: What are the implications of  
Tyler's reserch for your program(s), for your state?

Advocates: What needs to be done to respond to the research  
findings?  What needs to change?

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From sgabb at bristol.mass.edu  Thu Jul 26 12:26:24 2007
From: sgabb at bristol.mass.edu (Gabb, Sally S.)
Date: Thu, 26 Jul 2007 12:26:24 -0400
Subject: [SpecialTopics 457] Re: GED Outcomes and Earnings
	Discussion	withDr. John Tyler
In-Reply-To: <46A8864B0200002D00003110@bostongwia.jsi.com>
Message-ID: <397E918AA64A9D4586C3B78A056618D30EE1FDE7@srv-exch2k.bcc.local>

Hi all - am interested in comments by John Tyler and others concerning
comparisons between the GED and the Accuplacer College Placement Test as
indicators of readiness for post secondary work.  I completed an
informal study comparing the two instruments this year:  while many GED
graduates demonstrate adequate reading skills on this widely used
placement test, it's format is very different: most GED programs do
provide practice to enable GED grads to understand how the test is
structured, and the kinds of thinking that is required - the test
requires a more sophisticated awareness of text structure, and other
critical thinking skills.  

While a score of 500 or above may indicate a readiness for post
secondary work, in my current position with community college
developmental education I realize that many GED programs are not aware
of the requirements of the test.  While the 'transitions' programs
provide an excellent bridge between the GED and college work, there are
few places in this excellent program.  After 30 years in ABE, and now
working at the CC level, I am aware that GED prep programs could do a
great deal to help those students wanting post secondary ed!  Sally
Gabb, Bristol Community College, Fall River, MA

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Julie McKinney
Sent: Thursday, July 26, 2007 11:32 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 455] Re: GED Outcomes and Earnings Discussion
withDr. John Tyler

Here are a few relevant additions to this discussion from Focus on
Basics (FOB).

For a one page overview of John Tyler's study, "Is the GED an Effective
Route to Postsecondary Education?",
see this FOB conversation with Barb Garner and John Tyler:
http://www.ncsall.net/?id=1155

Also, for an offshoot topic, see this week's FOB Article-of-the-Week:

What Are the Economic Effects of Earning a GED in Prison? 
http://www.ncsall.net/?id=822

What economic impact does earning a certificate of General Educational
Development (GED) offer offenders after they are released from prison?
NCSALL researcher John Tyler and a colleague, Jeffrey Kling of Princeton
University, examined this question using data from the state of Florida.
In this article, Barb Garner describes the study, some inplications, and
some intriguing questions.

Looking forward to this discussion!

Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org

>>> "David J. Rosen" <djrosen at comcast.net> 07/11/07 11:23 AM >>>
Colleagues,

On July 23rd, on the National Institute for Literacy Special Topics  
list, we will begin discussing the General Educational Development  
(GED) diploma outcomes research of John Tyler. Dr. Tyler is Associate  
Professor of Education, Economics, and Public Policy at Brown  
University in Providence, Rhode Island. Dr. Tyler will take our  
questions from the week's discussion, will respond to them the  
following Monday, July 30, and will continue to respond to follow-up  
questions throughout the week of July 30th.

To prepare for this discussion please look at a 30-minute video  
discussion with John Tyler; teacher, Sara Fass; and professional  
development coordinator, Sue Snider.  The video panel discussion  
focuses on the economic benefits that accrue to holders of the GED  
credential. It was based on a review by John Tyler of eight  
(published and working) research papers on the GED. Several of these  
papers were authored by John Tyler, Richard Murnane, and John  
Willett, researchers with the National Center for the Study of Adult  
Learning and Literacy (NCSALL) whose work has influenced what we know  
about the economic benefits of the GED.
http://www.nifl.gov/nifl/webcasts/ged/webcast_ged.html

The following readings, mentioned in the video panel discussion,  
would also be useful preparation for this discussion:

NCSALL GED Research Briefs
http://www.ncsall.net/?id=27
Seven briefs by John Tyler are linked on this page, among which are:
"The Economic Benefits of the GED: A Research Synthesis", "So You  
Want a GED? Estimating the Impact of the GED on the Earnings of  
Dropouts Who Seek the Credential", "Who Benefits from Obtaining a  
GED? Evidence from High School and Beyond", and "Estimating the Labor  
Market Signaling Value of the GED"

Beyond the GED: Making Conscious Choices About the GED and Your Future
http://www.ncsall.net/fileadmins/resources/teach/beyond_ged.pdf

The following additional GED research articles by John Tyler will be  
found in .pdf  on his Web page at
http://www.brown.edu/Departments/Education/personnel.php? 
who=jhtyler#pubs
2005 - "Is the GED an Effective Route to Postsecondary Education?"
2004 - "Does the GED Improve Earnings? Estimates from a Sample of  
Both Successful and Unsuccessful GED Candidates?" Industrial and  
Labor Relations Review 57:4 (2004), 579-98.
2004 - "The Devil's in the Details: Evidence from the GED on the  
Large Effects of Small Differences in High Stakes Exams ".  Economics  
of Education Review 23:4 (2004), 336-49. With Richard J. Murnane and  
John B. Willett.

GED teachers, especially, will find the following publication of GED  
outcomes data -- intended to be used by GED teachers and their  
students -- of special interest. It was written by Sara Fass and  
Barbara Garner in 2000, and updated by Eileen Barry in 2006.
"Beyond the GED: Making Conscious Choices About the GED and Your Future"
http://www.ncsall.net/?id=1099

You or your colleagues whmailman/listinfo/specialtopics
After you complete the simple registration form (30 seconds) you will  
receive an email asking you to confirm that you wish to subscribe.   
Immediately reply to the email to complete your subscription. After  
the discussion ends you can unsubscribe from the same Web address, or  
stay on for the next discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to julie_mckinney at worlded.org

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to sgabb at bristol.mass.edu

From AWoodc3207 at aol.com  Fri Jul 27 02:06:52 2007
From: AWoodc3207 at aol.com (AWoodc3207 at aol.com)
Date: Fri, 27 Jul 2007 02:06:52 EDT
Subject: [SpecialTopics 458] Re: GED Outcomes and Earnings Discussion
	withDr. John...
Message-ID: <cc3.1480d9c6.33dae57c@aol.com>

David and Colleagues:
 
I was disappointed in, but not surprised at the conclusions of Dr.  Tyler's 
research on the economic value of the GED.   When I first  enlisted in the Air 
Force after high school graduation in the late  1950's (yes, I'm old!), the 
first thing we heard about from a "friendly"  voice was the opportunities 
offered by the high school and college GED  tests.  I don't know anything about what 
preparation was required  to pass the high school test, but felt it was 
highly regarded to have  been pushed so strongly (I eventually took and passed the 
college level GED to  help me get into Officer Candidate School).
 
When I started volunteer tutoring in our Laubach-based CBO program  after 
retiring thirty-plus years later, I learned that the military services did  not 
regard the GED so highly because it alone did not qualify people  for entry 
unless they had successfully completed some post-secondary  level classes.  About 
this same time, I attended some GED workshop  sessions in our statewide adult 
basic education conference.  I    was somewhat surprised to find that nothing 
was said about the GED  content areas, but a lot of "test psychology" was 
covered.  The year after  GED 2002, or 03 was implemented, the company that had 
the contract for the  test gave a presentation on the first year results.  Two 
points  that stuck with me were that the average passing score was just ten 
points above  the passing score and the average failing score was 50 points 
below the  passing score.  I then began to think that my program wasn't the only 
that  didn't properly prepare its students for the GED prep course.
 
Someone has already posed most of the questions I'd like to have Dr.  Tyler 
answer; I'm also interested in the impact of the revised 2002 test on the  
overall scores.  We were told that it required more knowledge of the  content 
areas and I wonder if the preparation courses took that into  consideration.  
 
Another point, I'd appreciate some expansion on is his finding that  people 
who scored higher on the GED did better economically than those who  scored 
lower.  I can surely understand that, but wonder if he was  able to find a reason 
for this?  Did they just have better skills and were  therefore able to 
present themselves better  for job applications/interviews??  Was he able to 
determine if  all these higher scoring persons came from certain programs, or were 
they  spread throughout the surveyed community(ies)?  (Regret that I wasn't 
able  to go through the longer papers in much depth in case those answers were 
covered  in them.)
 
I'm also interested in the answer to the questions  David has posed and will 
be looking at what  ideas come forward  on what we must do.  I'm already 
looking at what my program, as the only  one providing basic literacy training in 
Montgomery, Alabama must do to  adequately prepare our students who stick with 
us long enough to complete our  program (quite rare as life often catches up 
to them) to be ready for the prep  program.  I see a lot of work for us. 
 
I look forward to whatever help comes from this discussion and its  
conclusions.
 
Regards,  Woody
 
Andrew (Woody) Woodcock
Central Alabama Laubach Literacy
(CALL) Council
Montgomery, Alabama
_AWoodc3207 at aol.com_ (mailto:AWoodc3207 at aol.com) 
   

************************************** Get a sneak peek of the all-new AOL at 
http://discover.aol.com/memed/aolcom30tour
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From djrosen at comcast.net  Fri Jul 27 05:33:59 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 27 Jul 2007 05:33:59 -0400
Subject: [SpecialTopics 459]  Compilation of GED Earnings Questions
Message-ID: <BA3ADCE9-F28E-444C-AFD9-C99B53BAA285@comcast.net>

Colleagues,

Below is a compilation of messages that I am sending to Dr. John  
Tyler for his responses next week. I have highlighted in blue the  
questions from your postings and I have numbered them. If you have  
additional questions, please post them now and I'll send them on to  
Dr. Tyler later today.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

Questions on GED Earnings Outcomes Research

I am concerned about the content knowledge needed to obtain the
minimum GED Test score.  To pass the test with a 2250 and no less
than a 410 with an average of 450 requires:

             1. Minimum of 8th grade writing skills
             2. 9th grade math with one semester of Algebra
             3. US History course
             4. Life Science/Bio course

This level of skill is not sufficient to enter postsecondary education.

I know that the GED Testing Service will say that this is equivalent
to high school students graduating today and these skills may be so,
but this level of skill is inadequate and we do a disservice to our
adults giving them this minimum level of skill.

This limited level of skills to pass the GED with minimal passing
scores substantiates the findings of John Tyler.  If we look beyond
minimal scores to higher GED scores and earning power, things change,
as I remember the research.

I am on a "crusade" to focus on skills needed for adults to be
successful in postsecondary ed and on the job. Since most people
won't wait to get the GED, we need to focus on transition program
after they get the GED.  It is harder to find finding once they get
the GED and more difficult to keep them in the program after they get
the GED.

The research is quite clear -- go on to postsecondary ed.

1. My question is: "What correlation or relationship is found between
GED Test scores and success in postsecondary education?"

Fran Tracy Mumford
fmumford45 at hotmail.com
------------------------------------
2. In the panel discussion on GED Earnings [ http://www.nifl.gov/nifl/
webcasts/ged/webcast_ged.html ] you mentioned two tentative findings:

	1. The Existence of the GED may induce students to drop out of  
school; and
	2. Low payoff to GEDs obtained in prison at least for white, male  
offenders.

Has there been more research that confirms these findings?
------------------------------------
3. Is there more recent research you have done, Dr. Tyler, or that
others have done, on earnings outcomes or other outcomes from the GED?
Are you aware of research in progress or planned for this area?
------------------------------------
4. Our publicly-funded adult education system allows programs to
count adult learners who enroll for at least 12 hours. Your research
suggests that people whose goal is earnings gains will not benefit
unless they have hundreds of hours of instruction. Do you think adult
education programs are misleading students and taxpayers?  Shouldn?t
the publicly-funded system require ? and adequately fund ? hundreds
of hours of instruction for each student who has the goal of
increasing his/her economic situation by attending adult education
classes to prepare for the GED?
------------------------------------
Dr Tyler, I was particularly interested in a point made in the ?? 
(GED) Credential: History, Current Research, and Directions for  
Policy and Practice.?
?A final lesson from this study [Murnane, Willet, and Boudett (1999)]  
is that the one type of human capital investment in which a large  
percentage of male GED recipients participated ? off-the-job training  
? did not result in higher wages. Off-the-job training in the study  
is defined as government-sponsored training or training provided by a  
proprietary school. Forty-one percent of the GED holders obtained  
some off-the-job training, and the median amount of training time for  
those who obtained any was 569 hours. However, this type of  
vocational training had no measurable effect on their wages.? (page  
73) Later in the article, the same non-effect is noted for female GED  
recipients in another study. [Boudett (2000)]

5. Could you describe the types of programs referred to as ?off-the- 
job training?, or name the training programs included in this or  
similar studies? Does this include proprietary schools such as  
Sawyers? or Catherine Gibbs? Does it refer to programs such as  
YouthBuild, CityYear or Year Up? Does it include WIA Title I programs?

6. Concerning the programs it does refer to, or to which it can be  
inferred to refer to, what if any reasonable policy decisions should  
be made about referring learners from adult education programs to  
these off-the-job training programs as next-steps?

7. What if any reasonable policy decisions should be made about  
funding these off-the-job training programs?

Thank you for your response.

Howard Dooley
RIRAL
howard at riral.org
------------------------------------

After reading through the articles provided, I have several questions:

8. What has been done, research wise, to look at the impact of the  
revised GED test from 2002 to present and its impact on earning or  
learning gains?

9.  In the article "Who Benefits from Obtaining a  GED?", it was  
stated that "Male GED recipients do not earn as much, on average at  
age 27, as observationally similar high school graduates."  That  
paragraph goes on to state that traditional high school graduates are  
more likely to seek post secondary education than GED recipients. The  
question is why? Why aren't GED graduates seeking post secondary  
education/credentials of some kind? How can partnerships be made or  
developed that actually encourage this kind of movement.

10. An additional question I had when I read that section was related  
to the perception of the GED. Are GED holders paid less because  
employers associated a "lack" of something with regards to a person  
having a GED? Are employees paid less because of negative "stigma"  
associated with the GED? If so, what can be done to proactively  
address such a problem?

11. I've encountered students who come in and think that getting a  
GED is somehow less valued. They make comments about how if they get  
a GED they are somehow less intelligent. It seems there are a ton of  
perceptions and mis-perceptions about the GED - how do we help  
students overcome them?

12. What kind of research has been done about GED to Job  
transitions?  There has been research regarding the need to  
"transition" students between GED and post secondary education, but  
what about those students who don't really want to go to college but  
desire more "work" or "vocational" skills. How does the GED prepare  
them for the world of work, rather than the "academic" world? If it  
doesn't, where does it fall short and what needs to be addressed to  
ensure that students are adequately prepared for either "path" they  
may choose to take.

Regards,

Katrina Hinson
khinson at almanid.com
------------------------------------
13. I am interested in comments by John Tyler and others concerning
comparisons between the GED and the Accuplacer College Placement Test as
indicators of readiness for post secondary work.  I completed an
informal study comparing the two instruments this year:  while many GED
graduates demonstrate adequate reading skills on this widely used
placement test, it's format is very different: most GED programs do
provide practice to enable GED grads to understand how the test is
structured, and the kinds of thinking that is required - the test
requires a more sophisticated awareness of text structure, and other
critical thinking skills.

While a score of 500 or above may indicate a readiness for post
secondary work, in my current position with community college
developmental education I realize that many GED programs are not aware
of the requirements of the test.  While the 'transitions' programs
provide an excellent bridge between the GED and college work, there are
few places in this excellent program.  After 30 years in ABE, and now
working at the CC level, I am aware that GED prep programs could do a
great deal to help those students wanting post secondary ed!

Sally Gabb,
Bristol Community College,
Fall River, MA
sgabb at bristol.mass.edu
------------------------------------
I was disappointed in, but not surprised at the conclusions of Dr.  
Tyler's research on the economic value of the GED.   When I first  
enlisted in the Air Force after high school graduation in the late  
1950's (yes, I'm old!), the first thing we heard about from a  
"friendly" voice was the opportunities offered by the high school and  
college GED tests.  I don't know anything about what preparation was  
required to pass the high school test, but felt it was highly  
regarded to have been pushed so strongly (I eventually took and  
passed the college level GED to help me get into Officer Candidate  
School).

When I started volunteer tutoring in our Laubach-based CBO program  
after retiring thirty-plus years later, I learned that the military  
services did not regard the GED so highly because it alone did not  
qualify people for entry unless they had successfully completed some  
post-secondary level classes.  About this same time, I attended some  
GED workshop sessions in our statewide adult basic education  
conference.  I   was somewhat surprised to find that nothing was said  
about the GED content areas, but a lot of "test psychology" was  
covered.  The year after GED 2002, or 03 was implemented, the company  
that had the contract for the test gave a presentation on the first  
year results.  Two points that stuck with me were that the average  
passing score was just ten points above the passing score and the  
average failing score was 50 points below the passing score.  I then  
began to think that my program wasn't the only that didn't properly  
prepare its students for the GED prep course.

14. Someone has already posed most of the questions I'd like to have  
Dr. Tyler answer; I'm also interested in the impact of the revised  
2002 test on the overall scores.  We were told that it required more  
knowledge of the content areas and I wonder if the preparation  
courses took that into consideration.

15. Another point, I'd appreciate some expansion on is his finding  
that people who scored higher on the GED did better economically than  
those who scored lower.  I can surely understand that, but wonder if  
he was able to find a reason for this?  Did they just have better  
skills and were therefore able to present themselves better for job  
applications/interviews??  Was he able to determine if all these  
higher scoring persons came from certain programs, or were they  
spread throughout the surveyed community(ies)?  (Regret that I wasn't  
able to go through the longer papers in much depth in case those  
answers were covered in them.)

I'm also interested in the answer to the questions David has posed  
and will be looking at what  ideas come forward on what we must do.   
I'm already looking at what my program, as the only one providing  
basic literacy training in Montgomery, Alabama must do to adequately  
prepare our students who stick with us long enough to complete our  
program (quite rare as life often catches up to them) to be ready for  
the prep program.  I see a lot of work for us.

I look forward to whatever help comes from this discussion and its  
conclusions.

Regards,  Woody

Andrew (Woody) Woodcock
Central Alabama Laubach Literacy
(CALL) Council
Montgomery, Alabama
AWoodc3207 at aol.com
------------------------------------

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From sgabb at bristol.mass.edu  Fri Jul 27 08:13:20 2007
From: sgabb at bristol.mass.edu (Gabb, Sally S.)
Date: Fri, 27 Jul 2007 08:13:20 -0400
Subject: [SpecialTopics 460] Re: Compilation of GED Earnings Questions
In-Reply-To: <BA3ADCE9-F28E-444C-AFD9-C99B53BAA285@comcast.net>
Message-ID: <397E918AA64A9D4586C3B78A056618D30EE1FDF6@srv-exch2k.bcc.local>

Thanks so much for this well organized compilation, David, as usual you
have provided an outline for our dialogue.  Did I miss something or are
these question answered:  did Dr. Tyler's research cover economic
outcomes for GED grads with several post GED experiences:  GED directly
to job; GED + vocational training; GED + 2 year post secondary; GED +
four year or more; and additionally - to what degree are GED grads
seeking post high school education compared to HS grads?  Sally Gabb

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Friday, July 27, 2007 5:34 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 459] Compilation of GED Earnings Questions

 

Colleagues, 

 

Below is a compilation of messages that I am sending to Dr. John Tyler
for his responses next week. I have highlighted in blue the questions
from your postings and I have numbered them. If you have additional
questions, please post them now and I'll send them on to Dr. Tyler later
today.

 

David J. Rosen

Special Topics Discussion Moderator

djrosen at comcast.net

 

 

Questions on GED Earnings Outcomes Research

 

I am concerned about the content knowledge needed to obtain the  

minimum GED Test score.  To pass the test with a 2250 and no less  

than a 410 with an average of 450 requires:

 

            1. Minimum of 8th grade writing skills

            2. 9th grade math with one semester of Algebra

            3. US History course

            4. Life Science/Bio course

 

This level of skill is not sufficient to enter postsecondary education.

 

I know that the GED Testing Service will say that this is equivalent  

to high school students graduating today and these skills may be so,  

but this level of skill is inadequate and we do a disservice to our  

adults giving them this minimum level of skill.

 

This limited level of skills to pass the GED with minimal passing  

scores substantiates the findings of John Tyler.  If we look beyond  

minimal scores to higher GED scores and earning power, things change,  

as I remember the research.

 

I am on a "crusade" to focus on skills needed for adults to be  

successful in postsecondary ed and on the job. Since most people  

won't wait to get the GED, we need to focus on transition program  

after they get the GED.  It is harder to find finding once they get  

the GED and more difficult to keep them in the program after they get  

the GED.

 

The research is quite clear -- go on to postsecondary ed.

 

1. My question is: "What correlation or relationship is found between  

GED Test scores and success in postsecondary education?"

 

Fran Tracy Mumford

fmumford45 at hotmail.com

------------------------------------ 

2. In the panel discussion on GED Earnings [ http://www.nifl.gov/nifl/ 

webcasts/ged/webcast_ged.html ] you mentioned two tentative findings:  

 

            1. The Existence of the GED may induce students to drop out
of school; and

            2. Low payoff to GEDs obtained in prison at least for white,
male offenders.

 

Has there been more research that confirms these findings?

------------------------------------

3. Is there more recent research you have done, Dr. Tyler, or that  

others have done, on earnings outcomes or other outcomes from the GED?  

Are you aware of research in progress or planned for this area?

------------------------------------ 

4. Our publicly-funded adult education system allows programs to  

count adult learners who enroll for at least 12 hours. Your research  

suggests that people whose goal is earnings gains will not benefit  

unless they have hundreds of hours of instruction. Do you think adult  

education programs are misleading students and taxpayers?  Shouldn't  

the publicly-funded system require - and adequately fund - hundreds  

of hours of instruction for each student who has the goal of  

increasing his/her economic situation by attending adult education  

classes to prepare for the GED?

------------------------------------ 

Dr Tyler, I was particularly interested in a point made in the "...(GED)
Credential: History, Current Research, and Directions for Policy and
Practice."

"A final lesson from this study [Murnane, Willet, and Boudett (1999)] is
that the one type of human capital investment in which a large
percentage of male GED recipients participated - off-the-job training -
did not result in higher wages. Off-the-job training in the study is
defined as government-sponsored training or training provided by a
proprietary school. Forty-one percent of the GED holders obtained some
off-the-job training, and the median amount of training time for those
who obtained any was 569 hours. However, this type of vocational
training had no measurable effect on their wages." (page 73) Later in
the article, the same non-effect is noted for female GED recipients in
another study. [Boudett (2000)]

 

5. Could you describe the types of programs referred to as "off-the-job
training", or name the training programs included in this or similar
studies? Does this include proprietary schools such as Sawyers' or
Catherine Gibbs? Does it refer to programs such as YouthBuild, CityYear
or Year Up? Does it include WIA Title I programs?

 

6. Concerning the programs it does refer to, or to which it can be
inferred to refer to, what if any reasonable policy decisions should be
made about referring learners from adult education programs to these
off-the-job training programs as next-steps? 

 

7. What if any reasonable policy decisions should be made about funding
these off-the-job training programs?

 

Thank you for your response.

 

Howard Dooley

RIRAL 

howard at riral.org

------------------------------------

 

After reading through the articles provided, I have several questions:

 

8. What has been done, research wise, to look at the impact of the
revised GED test from 2002 to present and its impact on earning or
learning gains? 

 

9.  In the article "Who Benefits from Obtaining a  GED?", it was stated
that "Male GED recipients do not earn as much, on average at age 27, as
observationally similar high school graduates."  That paragraph goes on
to state that traditional high school graduates are more likely to seek
post secondary education than GED recipients. The question is why? Why
aren't GED graduates seeking post secondary education/credentials of
some kind? How can partnerships be made or developed that actually
encourage this kind of movement. 

 

10. An additional question I had when I read that section was related to
the perception of the GED. Are GED holders paid less because employers
associated a "lack" of something with regards to a person having a GED?
Are employees paid less because of negative "stigma" associated with the
GED? If so, what can be done to proactively address such a problem? 

 

11. I've encountered students who come in and think that getting a GED
is somehow less valued. They make comments about how if they get a GED
they are somehow less intelligent. It seems there are a ton of
perceptions and mis-perceptions about the GED - how do we help students
overcome them?

 

12. What kind of research has been done about GED to Job transitions?
There has been research regarding the need to "transition" students
between GED and post secondary education, but what about those students
who don't really want to go to college but desire more "work" or
"vocational" skills. How does the GED prepare them for the world of
work, rather than the "academic" world? If it doesn't, where does it
fall short and what needs to be addressed to ensure that students are
adequately prepared for either "path" they may choose to take.

 

Regards,

 

Katrina Hinson

khinson at almanid.com

------------------------------------ 

13. I am interested in comments by John Tyler and others concerning

comparisons between the GED and the Accuplacer College Placement Test as

indicators of readiness for post secondary work.  I completed an

informal study comparing the two instruments this year:  while many GED

graduates demonstrate adequate reading skills on this widely used

placement test, it's format is very different: most GED programs do

provide practice to enable GED grads to understand how the test is

structured, and the kinds of thinking that is required - the test

requires a more sophisticated awareness of text structure, and other

critical thinking skills.  

 

While a score of 500 or above may indicate a readiness for post

secondary work, in my current position with community college

developmental education I realize that many GED programs are not aware

of the requirements of the test.  While the 'transitions' programs

provide an excellent bridge between the GED and college work, there are

few places in this excellent program.  After 30 years in ABE, and now

working at the CC level, I am aware that GED prep programs could do a

great deal to help those students wanting post secondary ed!  

 

Sally Gabb, 

Bristol Community College, 

Fall River, MA

sgabb at bristol.mass.edu

------------------------------------

I was disappointed in, but not surprised at the conclusions of Dr.
Tyler's research on the economic value of the GED.   When I first
enlisted in the Air Force after high school graduation in the late
1950's (yes, I'm old!), the first thing we heard about from a "friendly"
voice was the opportunities offered by the high school and college GED
tests.  I don't know anything about what preparation was required to
pass the high school test, but felt it was highly regarded to have been
pushed so strongly (I eventually took and passed the college level GED
to help me get into Officer Candidate School).

 

When I started volunteer tutoring in our Laubach-based CBO program after
retiring thirty-plus years later, I learned that the military services
did not regard the GED so highly because it alone did not qualify people
for entry unless they had successfully completed some post-secondary
level classes.  About this same time, I attended some GED workshop
sessions in our statewide adult basic education conference.  I   was
somewhat surprised to find that nothing was said about the GED content
areas, but a lot of "test psychology" was covered.  The year after GED
2002, or 03 was implemented, the company that had the contract for the
test gave a presentation on the first year results.  Two points that
stuck with me were that the average passing score was just ten points
above the passing score and the average failing score was 50 points
below the passing score.  I then began to think that my program wasn't
the only that didn't properly prepare its students for the GED prep
course.

 

14. Someone has already posed most of the questions I'd like to have Dr.
Tyler answer; I'm also interested in the impact of the revised 2002 test
on the overall scores.  We were told that it required more knowledge of
the content areas and I wonder if the preparation courses took that into
consideration. 

 

15. Another point, I'd appreciate some expansion on is his finding that
people who scored higher on the GED did better economically than those
who scored lower.  I can surely understand that, but wonder if he was
able to find a reason for this?  Did they just have better skills and
were therefore able to present themselves better for job
applications/interviews??  Was he able to determine if all these higher
scoring persons came from certain programs, or were they spread
throughout the surveyed community(ies)?  (Regret that I wasn't able to
go through the longer papers in much depth in case those answers were
covered in them.)

 

I'm also interested in the answer to the questions David has posed and
will be looking at what  ideas come forward on what we must do.  I'm
already looking at what my program, as the only one providing basic
literacy training in Montgomery, Alabama must do to adequately prepare
our students who stick with us long enough to complete our program
(quite rare as life often catches up to them) to be ready for the prep
program.  I see a lot of work for us. 

 

I look forward to whatever help comes from this discussion and its
conclusions.

 

Regards,  Woody

 

Andrew (Woody) Woodcock

Central Alabama Laubach Literacy

(CALL) Council

Montgomery, Alabama

AWoodc3207 at aol.com

------------------------------------ 

 

 

 

 

 

 

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From djrosen at comcast.net  Mon Jul 30 08:54:14 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 30 Jul 2007 08:54:14 -0400
Subject: [SpecialTopics 461]  John Tyler's replies: Questions 1-3
Message-ID: <9C7F78DD-2638-4CAB-9FD2-256CEFFF2F00@comcast.net>

Special Topics Discussion List Colleagues,

Below is the first of what may be several posts this week from Dr.  
John Tyler in response to your questions on GED outcomes. For your  
convenience I have added in the original questions, followed by Dr.  
Tyler's replies.

It is not too late to ask more questions, and follow up questions and  
comments are welcome.  The discussion continues throughout this week.

For a full list of the questions, as of Friday morning, go to
http://www.nifl.gov/pipermail/specialtopics/2007/000469.html

To see the archives of this discussion, go to
http://www.nifl.gov/pipermail/specialtopics/2007/date.html

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------------------------

Let me begin by noting that all of the questions posed are  
interesting and perceptive, and that I appreciate the opportunity to  
be a part of this exchange. It is clear that the practitioners  
reading and responding to this discussion are the real experts here.  
I look forward to what I can learn from you and I hope I can give a  
little back. The responses to your questions that follow are my  
attempt at that.

1. "What correlation or relationship is found between
GED Test scores and success in postsecondary education?"

David: This is a great question and one that I want to go to the data  
with. I should have a response some time Tuesday.

2. In the panel discussion on GED Earnings [ http://www.nifl.gov/nifl/
webcasts/ged/webcast_ged.html ] you mentioned two tentative findings:

             1. The Existence of the GED may induce students to drop  
out of school; and
             2. Low payoff to GEDs obtained in prison at least for  
white, male offenders.

  Has there been more research that confirms these findings?

At this point there has not been more research on these two areas.  
The first research question?does the very presence of the GED program  
induce some students to drop out who would otherwise graduate from  
high school? The reason is that it is a very tough question to answer  
definitively because it is seemingly impossible to come up with a  
situation where we have some students who are potential dropouts and  
they have the GED option and another set of otherwise ?identical?  
dropouts who don?t have the GED option. A colleague at UT-Dallas,  
Prof. Magnus Lofstrom, and I are working on a project that is a  
potential second-best solution to this research problem. The idea is  
that to the extent to which the GED consideration may be a part of  
someone?s dropout decision, the whole GED ?package? has to be  
considered. That package includes what I think a GED will ?be worth?  
to me in terms of jobs, maybe postsecondary education, self-esteem,  
getting my parents off of my back, etc. As researchers, we can?t  
?manipulate? any of these myriad factors. There is, however, another  
element in the GED ?package? that has research potential for us. The  
person considering the GED part of the dropout decision is  
potentially also considering how hard will it be to get this  
credential. The project Lofstrom and I are working on uses the change  
in the GED passing standard that was imposed on Texas in 1997. The  
idea is to compare dropout rates pre-1997, an era when Texas was one  
of four states with the lowest GED passing standard in the nation,  
with dropout rates in that state after 1997 when Texas had to come up  
to the 40 minimum and 45 mean score standard that the American  
Council on Education set as the nationwide minimum. The simple idea  
is that if the GED option is an important part of the drop out  
decision, making it harder to get should make it a less attractive  
option and, all else equal, we should see a lower GED-related dropout  
rate. Of course, the tricky part is making sure in the research that  
we?ve got the ?all else equal? part between the pre- and post-periods  
done well in the research. Things that can affect the dropout rate  
other than the GED passing standard may well have changed over time  
in Texas, and we have to control for these factors in the research.  
We expect to have some preliminary results from this work later this  
year.

One thing to note from this research is that we are not answering the  
?big? question of what would happen to dropout rates if there were no  
GED option at all. We are getting at the question of does the GED  
program have any influence at all on dropout rates.

Regarding the ?prison GED? question. I don?t know of any other work  
that has been done on this topic. Part of the reason is the  
difficulty in getting the kind of data you need to do this well. The  
data that Jeff Kling (now a senior research fellow at the Brookings  
Institution) and I had for that project took us two years to obtain  
and put together, and it was very rich data with, among other things,  
the complete criminal justice histories of the individuals we  
studied. I note that while the results for white, male offenders who  
obtained a GED while in prison, they were more encouraging for  
minority offenders (i.e., those who were not designated as ?white? in  
the data). We found that minority offenders who obtained a GED while  
in prison did earn more in the first two years after release, than  
did observationally similar minority offenders who did not obtain a  
GED while in prison.

3. Is there more recent research you have done, Dr. Tyler, or that
others have done, on earnings outcomes or other outcomes from the GED?
Are you aware of research in progress or planned for this area?

Prof. Lofstrom and I have just finished another project looking at  
the labor market ?signaling value? of the GED in Texas. That is, to  
what extent do employers use the GED to differentiate between  
dropouts who are job applicants when they have incomplete information  
about how good an employee an applicant will be?  What we are finding  
is that it looks like in the pre-1997 period, when Texas had a very  
low GED passing standard, that employers did not find that the GED  
?signal? conveyed very much about productive attributes. That is, it  
may have been easy enough to obtain a GED in Texas during this period  
that there wasn?t a lot of difference, on average, between dropouts  
who had a GED and those who did not, and as a result, the credential  
was not a reliable ?signal? to employers of otherwise unobservable  
skills.

Other recent work that I have seen are studies of the GED as a route  
to postsecondary education. Prof. Lofstrom and I are also working on  
this question, and our results are not encouraging thus far. Our  
approach is to begin with 8th graders in Texas who are classified as  
?academically at risk? using the state definition of that  
designation. We then look at what happens to these ?at risk? students  
over the next eight years (1994 through 2002). Some drop out and get  
a GED, some drop out and don?t get a GED, and many graduate from high  
school. There are a couple of reasons for focusing on the 8th grade  
?at risk? group. First, they are kids for whom we have a lot of  
concern on many different levels. Second, you can imagine that in  
this pool, many of the drop out decisions are caused by random  
?shocks? such as parental divorce, parental unemployment, unexpected  
pregnancy, etc. For reasons I won?t go into here, while randomness  
may be bad in our personal lives, it always works to a researchers  
advantage. Finally, this is a very good group to look at because in  
the 8th grade, those who will drop out and get a GED and those who  
will persist to get a high school diploma look very similar. Their  
state assessment scores in both math and reading are virtually  
identical, as are many other ?observable? indicators that we have in  
the data. In this research we give everyone a three year window after  
they either obtain a GED or graduate from high school, and we ask:  
what do the postsecondary education enrollment rates and credits  
earned look like within this three year window? Now I don?t think  
anyone would be surprised that if we just compared all high school  
grads to all GED holders, that the high school grads would have much  
better postsecondary education outcomes. We all know that there are  
lots of differences, on average, between those who graduate from high  
school and those who dropout and get a GED. However, when we compare  
students who were all designated as ?academically at risk? in the 8th  
grade, we also see big differences in the postsecondary education  
outcomes favoring the ?at risk? students who went on to graduate from  
high school. I?m on the road and away from my data now, but I will  
give some exact figures later this week when I get back to my office.

John Tyler

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From Kgotthardt at comcast.net  Sun Jul 29 07:48:34 2007
From: Kgotthardt at comcast.net (Katherine G)
Date: Sun, 29 Jul 2007 07:48:34 -0400
Subject: [SpecialTopics 462] Why Attending Proprietary Schools May Have No
	Measurable Effect on High School Drop-outs' Earnings
Message-ID: <MHEMKJNHLDIEMGGCCKCCCEICDHAA.Kgotthardt@comcast.net>

According to Dr. Tyler,
http://www.ncsall.net/fileadmin/resources/ann_rev/rall_v5_ch3.pdf  page 73:

?A final lesson from this study is that the one type of human capital

investment in which a large percentage of male GED recipients participated?

off-the-job training?did not result in higher wages. Off-the-job

training in the study is defined as government-sponsored training or
training

provided by a proprietary school. Forty-one percent of the GED holders

obtained some off-the-job training, and the median amount of training

time for those who obtained any was 569 hours. However, this type of

vocational training had no measurable effect on their wages.?

Having worked the administrative and teaching ends in proprietary education,
I have witnessed some gross injustices to GED holders and high school
drop-outs who took out enormous loans to attend and ended up in worse
financial positions than when they started.  Their demise began right in
admissions, continued through financial aid, and too many times to count,
followed them through their classes, resulting in drop-outs or withdrawals,
lending credibility and possible further connections to Dr. Tyler?s
research.

High school drop-outs holding not even the GED would come through admissions
and be asked to sign a waiver stating they realized they were enrolling in a
program but did not hold a GED.  These students then proceeded to the
financial aid department, where they were given usually a mix of federal and
private loans.  The private loans were typically high interest, and some of
them were directly through the school, funded through the publicly traded
parent company.  Apparently, this is common practice in some states (see
http://www.highered.nysed.gov/oris/forms/06-07/OEDS-06.doc  part 2, current
enrollment).

However, these same students were not provided remedial classes to ensure
their success.  When they dropped out or were withdrawn, they left still
owing the loans and now were unable to pay because they didn't have the
educational or work experiences they expected to obtain through their
programs.  Many were minorities from impoverished neighborhoods, struggling
students looking to climb out of their sad legacies. A high percentage were
on welfare and/or were disabled.

The same was true for students who entered just with the GED, and these were
a majority of those admitted.  No remedial classes were offered, no student
services, no screening other than what admissions provided.  If students
were admitted with documented learning disabilities, the schools did not
have the resources available to accommodate them.  In addition to learning
disabilities, many students came in with mental and physical disabilities,
which the schools also were unable to accommodate.  (I worked with one girl
who was admitted when the school had nothing more than a magnified computer
screen to offer as an accommodation). Given the high national statistic of
adults with disabilities (see http://www.ldonline.org/article/6014 ), and
the number of welfare recipients with disabilities, you can imagine schools
like these were full of needy students. (See
http://www.emsc.nysed.gov/workforce/welfare/wfroles.html for a discussion of
welfare recipients and disability rates)

While it is true most students were required to pass an admissions test
prior to acceptance, there was evidence that some of these test scores were
tampered with or "bumped up" in order for admissions reps to meet their
quotas. Proprietary school admissions tests do permit students to repeat the
test, and so many students entered in this fashion, but what percentage
holding the GED would have to be obtained from the testing companies (for
example, the Wonderlic http://www.wonderlic.com/).  But it is unclear to me
if large percentages of students holding the GED can pass such standardized
admissions tests; as a teacher, it was obvious in the classroom that these
students lacked the necessary background knowledge to succeed without
remediation.

Students with criminal records, even if they completed the GED and the
vocational program, had and have difficulty being placed into jobs. Most
students with a criminal record trying to work with the schools' placement
departments could not pass the background checks or security clearances,
requirements of many applicants in the high tech industry, an industry
dozens of proprietary/vocational schools cater to.

When schools like these go out of business, too many students who enroll
after completing just the GED privately or through the criminal justice
system are left without certificates, degrees, or jobs. Additionally, since
they were not able to complete, they have minimal hands-on education and
still no professional or academic references.  Many become discouraged and
choose not to continue their education at all.  But these students still owe
on their loans, remain in low paying jobs or unemployed, and so cannot climb
out of their pasts and into brighter futures.

Obviously, GED students transitioning to higher education require more
counseling and services than students who have successfully completed high
school.  And in the long run, issues like these, linked to issues in student
loans, affect the statistics being presented in Tyler?s report, discouraging
statistics that indicate students with GED?s don?t always succeed
financially, sometimes short-term, but often long-term as well.

Some states, such as New York, have implemented stronger regulatory measures
including on-site supervision by the State Education Departments.  Pamphlets
(see http://www.highered.nysed.gov/bpss/disclos.htm ) are given to ensure
students know how to file a complaint against a school.  I believe these are
more recent practices (see http://insidehighered.com/news/2006/12/06/qt  ),
and I am curious in the long run how they will affect graduation and success
rates for students who came in holding a GED or less.  I also wonder if
high-school drop-outs hold the skills and wherewithal to initiate and follow
through with such a complaint.  I would think a neutral, third-party student
advocate would also have to be on site.

Finally, when it comes to servicing GED holders and high school drop-outs, I
am not sure publicly held, proprietary schools can effectively provide
viable, cost effective classroom and experiential services for students AND
please their shareholders at the same time.  The push for admissions quotas
becomes too strong a temptation to admit students who require services that
a school with high tuition a tight budget cannot provide.  Administrators
become trapped between making budgets work and making Deans happy, many
times leaving teachers and students alike disgruntled.

Katherine Mercurio Gotthardt, Online ESOL Instructor

Prince William County Public Schools

Adult Education

P.O. Box 389

Manassas, VA 20108

work 703-791-8387

fax 703-791-8889

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From djrosen at comcast.net  Tue Jul 31 10:01:33 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 31 Jul 2007 10:01:33 -0400
Subject: [SpecialTopics 463]  John Tyler's replies: Questions 4 - 15
Message-ID: <6757381B-7EC9-49D7-ADFB-B8D6A61A531C@comcast.net>

Special Topics Discussion Colleagues,

Below is the second round of replies from John Tyler responding to  
your questions about GED earning outcomes and other GED questions.  
The questions are in blue, followed by John Tyler's answers.

It is not too late to ask more questions, including follow-up  
questions, and to add your own thoughts and comments.  The discussion  
now welcomes comments from your research and professional wisdom,  
observations from your experience, and your hypotheses.  We will  
continue through Friday this week.

For those who have recently joined the discussion and who want to  
catch up, the first round of questions and answers will be found at

http://www.nifl.gov/pipermail/specialtopics/2007/000471.html

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-----

4. Our publicly-funded adult education system allows programs to  
count adult learners who enroll for at least 12 hours. Your research  
suggests that people whose goal is earnings gains will not benefit  
unless they have hundreds of hours of instruction. Do you think adult  
education programs are misleading students and taxpayers?  Shouldn?t  
the publicly-funded system require ? and adequately fund ? hundreds  
of hours of instruction for each student who has the goal of  
increasing his/her economic situation by attending adult education  
classes to prepare for the GED?

A little clarification on this question. The two mechanisms through  
which we think GED acquisition could primarily impact earnings are  
via acquisition of human capital (i.e., increasing one?s stock of  
cognitive and non-cognitive skills) and as a labor market signal. The  
human capital part of this equation is certainly a function of the  
number of hours one spends in GED preparation. That is, if one only  
has to study for five or ten hours to, for example, brush up on some  
math, then they probably didn?t increase their level of math skills  
and hence there would be no gain in human capital that could lead to  
earnings gains. On the other hand, if one had never learned how to  
work with fractions and decimals and had to spend the time to learn  
this in order to pass the GED exams, then there probably would be a  
human capital element associated with getting the credential.

The labor market signaling mechanism works this way. More productive  
dropouts know who they are, would like some way to set themselves  
apart from less productive dropouts since employers, lacking  
information, can?t tell the two apart. The more productive dropouts  
acquire a GED as a way to signal to employers that they are the  
productive ones. (In the theory, the less productive individuals  
don?t acquire the signal because it is too ?costly,? perhaps because  
of the amount of time and energy that would be required to get their  
skills up to a level that would let them pass, perhaps because it is  
too ?costly? from a ?psychic? perspective.) In this scenario there  
could be no human capital component to the GED (the more productive  
dropouts didn?t have to learn anything extra to pass the exams), and  
yet one would still GED holders earning more than non-GED holders.

Those are thumbnail sketches of the two theories that could explain  
how acquiring a GED might lead to earnings gains. Unfortunately, my  
research (nor anyone else?s) has nothing to say about which is more  
important, and specifically, it doesn?t say that individuals have to  
have hundreds of hours of instruction to have earnings gains. Human  
capital theory would suggest that individuals have to engage in  
enough hours of instruction to increase their human capital, but my  
research can?t directly support this theory or speak to how much  
instruction is required for earnings gains. Furthermore, note that  
this answer would be different for different individuals. For the  
relatively high skilled young person who drops out of school after  
completing the 11th grade because of, say, a personal situation,  
making them sit through hundreds of hours of GED instruction would be  
a waste of their time. On the other hand, a person who reads at the  
6th grade level and can?t do basic math, and therefore needs hundreds  
of GED instruction will increase their human capital (and presumably  
earnings) because of the presence of the GED program. The extent to  
which situation drives the data is a function of the composition of  
the GED candidate pool.

Having laid that out, the questions posed are: Do I think that adult  
education programs are misleading students and taxpayers? And? 
Shouldn?t the publicly funded adult education system require, and  
fund, hundreds of hours for each student? My answer to the first  
question is that to the extent that adult education programs don?t  
mis-advertise or mis-represent what they can deliver, then (by  
definition) they wouldn?t be misleading individuals or the public. My  
answer to the second question is related to the first. It?s not clear  
to me how adult education programs could ?require? any given number  
of hours of instruction. We could certainly tie some kind of  
certification to participation hours, but what we really want is  
skill enhancement so the incentives are probably better aligned if  
some certification were tied to a measurement of skills. I?m sure  
some programs currently do this, but a second step (which is largely  
out of the hands of adult education providers) is to have employers  
recognize and value whatever certification or credential could be  
awarded that would say ?this individual has this level of (math or  
writing or verbal) skills. Right now, the GED is the overarching  
certification of all these skills, based on passing the exams.

5. Could you describe the types of programs referred to as ?off-the- 
job training?, or name the training programs included in this or  
similar studies? Does this include proprietary schools such as  
Sawyers? or Catherine Gibbs? Does it refer to programs such as  
YouthBuild, CityYear or Year Up? Does it include WIA Title I programs?

I would need to go back to the Murnan, Willett, and Boudett paper to  
see what is the exact definition of ?off the job training.? My guess  
is that this is pretty much a catch-all variable that includes all of  
the venues you suggest, but we wouldn?t know the mix of these  
different training sites/programs in the data.

6. Concerning the programs it does refer to, or to which it can be  
inferred to refer to, what if any reasonable policy decisions should  
be made about referring learners from adult education programs to  
these off-the-job training programs as next-steps?

My experience is that in the worlds of government sponsored training  
and proprietary schools/programs that there is a wide distribution of  
quality. Some are very good and some are a waste of time and many lie  
in between these two extremes. It is therefore critical that adult  
educators know the local scene and know which programs one would feel  
confident in sending their students to for the next step in improving  
their labor market outcomes and which ones they would want to advise  
their students to avoid.

7. What if any reasonable policy decisions should be made about  
funding these off-the-job training programs?

Because there are so many of these types of programs and because  
there is a wide distribution in quality, and because many of them run  
a bit under the radar screen, it is hard to come up with policies  
that could effectively ensure quality. For example, how would one  
measure ?quality? across a wide range of different types of quality.  
One way would be to measure outcomes: what percentage of the  
?graduates? from a program are employed say six months after  
graduation? Of course, the tough part about this type quality control  
is data collection. It is very costly to follow people after they  
leave a program to determine outcomes. A second problem is  
?selection.? If programs were measured solely on their employment  
outcomes, there would be incentives in place for programs to not take  
on the hardest to serve individuals. So, the idea of insuring quality  
is not an easy one. Notice that this is same question that state  
governments and the federal government have taken on in K-12  
education in the last decade or two. Trying to determine which  
schools are delivering on their promise and which are not. Also,  
notice that this is much easier to do in the K-12 setting than in  
adult education and it is still a very tough thing to do well (and it  
is also politically tough). I will say that one concrete measure we  
have and that the government is beginning to use more is default  
rates on student loans. Programs that have very high default rates on  
federal student loans are coming under much closer scrutiny now than  
in the past.

8. What has been done, research wise, to look at the impact of the  
revised GED test from 2002 to present and its impact on earning or  
learning gains?

This is a really good question and one I?ve thought about. The reason  
it is a good question and an interesting research topic is that it  
appears that the changes between the 2002 GED and the GED exams prior  
to that are substantial. Given such a substantial change in the  
structure and content of the exams, we might well see some change in  
GED-related outcomes. Even so, I haven?t yet figured out how to  
effectively get at this question. You couldn?t just look at the  
outcomes of today?s GED holders versus pre-2002 GED holders unless  
you thought that (1) the only thing affecting earnings levels that  
changed over this period was the GED program (obviously a very strong  
assumption) and (2) you felt the pool of GED candidates was  
unaffected by the change in the program (also a strong assumption,  
especially given the drop off in the number of GED examinees in the  
years after the change in the exams).

9. In the article "Who Benefits from Obtaining a  GED?", it was  
stated that "Male GED recipients do not earn as much, on average at  
age 27, as observationally similar high school graduates."  That  
paragraph goes on to state that traditional high school graduates are  
more likely to seek post secondary education than GED recipients. The  
question is why? Why aren't GED graduates seeking post secondary  
education/credentials of some kind? How can partnerships be made or  
developed that actually encourage this kind of movement.

Good questions, and I think we all know that there aren?t easy and  
uniform answers as to why more GED holders don?t use this credential  
to get some postsecondary education. Everyone has an individual story  
as to why their life is complicated and postsecondary education  
enrollment would be hard or out of the question. Nevertheless,  
research consistently suggests that this is the route to higher  
earnings in today?s economy. Regarding partnerships to foster more  
postsecondary education, I know that lots of work is being done in  
this area to find the best ways to do this. I wish we had more and  
better research on the types of partnerships that work best, but we  
don?t.

10. Are GED holders paid less because employers associated a "lack"  
of something with regards to a person having a GED? Are employees  
paid less because of negative "stigma" associated with the GED? If  
so, what can be done to proactively address such a problem?

It could be that employers attach a ?negative signal? to GED holders  
relative to high school graduates, or it could be that GED holders  
have substantially lower skill levels than the average high school  
graduates. Either one would lead to the results that are consistently  
found in the data. I am currently working on two projects that will,  
within the next year, give us some more information on this topic.  
One is a project that looks at how employable are young, entry-level  
GED holders relative to similar uncredentialed dropouts and to  
similar high school grads. The second project is an employer survey  
about their perceptions and beliefs of the skill levels of  
uncredentialed dropouts, GEDs, and high school grads.

11. It seems there are a ton of perceptions and mis-perceptions about  
the GED - how do we help students overcome them?

I don?t have a good answer for this beyond helping your students  
understand that skill levels (whether they be cognitive or non- 
cognitive skills) are different from ?intelligence.? For example, for  
a given person, it may not have been ?intelligent? to drop out of  
school because you couldn?t get along with a particular teacher, but  
this shouldn?t affect your ability to learn how to read and write  
better and get better at math, some of the things that are going to  
really matter in the world (along with learning how to deal with  
adverse personal situations in a productive manner).

12. What kind of research has been done about GED to Job  
transitions?  There has been research regarding the need to  
"transition" students between GED and post secondary education, but  
what about those students who don't really want to go to college but  
desire more "work" or "vocational" skills. How does the GED prepare  
them for the world of work, rather than the "academic" world? If it  
doesn't, where does it fall short and what needs to be addressed to  
ensure that students are adequately prepared for either "path" they  
may choose to take.

Not much work in this area that I know of. We all know that there  
will always be individuals who don?t go on to college. Also, there  
will always be some jobs that don?t require college education and  
that pay reasonably well (e.g., plumbers, good carpenters, auto  
repair). The problem is that there are fewer and fewer of these well  
paying, non-college jobs and many of them require apprenticeships or  
union membership. Nevertheless, students who are definitely not going  
on to college should be thinking about what are the jobs out there  
where I can support a family without a college degree. There aren?t  
nearly as many as there used to be, the competition for them is  
pretty fierce, and almost all require a substantial amount of human  
capital investment, i.e., getting a plumbers certification, an  
electricians certification, learning how to weld, etc.

13. I am interested in comments by John Tyler and others concerning
comparisons between the GED and the Accuplacer College Placement Test as
indicators of readiness for post secondary work.  I completed an
informal study comparing the two instruments this year:  while many GED
graduates demonstrate adequate reading skills on this widely used
placement test, it's format is very different: most GED programs do
provide practice to enable GED grads to understand how the test is
structured, and the kinds of thinking that is required - the test
requires a more sophisticated awareness of text structure, and other
critical thinking skills.

I didn?t see an associated question with this comment.

14. I'm also interested in the impact of the revised 2002 test on the  
overall scores.  We were told that it required more knowledge of the  
content areas and I wonder if the preparation courses took that into  
consideration.

I don?t have the answer to this question.

15. Another point, I'd appreciate some expansion on is his finding  
that people who scored higher on the GED did better economically than  
those who scored lower.  I can surely understand that, but wonder if  
he was able to find a reason for this?  Did they just have better  
skills and were therefore able to present themselves better for job  
applications/interviews?Was he able to determine if all these higher  
scoring persons came from certain programs, or were they spread  
throughout the surveyed community(ies)?

Presumably the reason that individuals who score higher on the GED  
exam earn more is that they have higher levels of human capital,  
i.e., they write better, read better, are better at math, etc.  
Regarding the last question, I did not know what programs or even  
types of programs the individuals in the data came from. I don?t know  
of any data sources that have information at this level of detail

-----

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From djrosen at comcast.net  Tue Jul 31 12:34:40 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 31 Jul 2007 12:34:40 -0400
Subject: [SpecialTopics 464] Beyond the GED: Making Conscious Choices About
	the GED and Your Future
Message-ID: <653EA26E-0856-419B-B300-4F22C9831175@comcast.net>

Special Topics Discussion Colleagues,

When I introduced this discussion I mentioned a (free) publication  
for GED students entitled:
Beyond the GED: Making Conscious Choices About the GED and Your Future

http://www.ncsall.net/?id=1099

GED teachers will find this publication of GED outcomes data -- for  
GED students -- of special interest. It was written by Sara Fass and  
Barbara Garner in April 2000, and updated by Eileen Barry in 2006.

We are fortunate to have co-author, Sara Fass, with us in this  
discussion. So if you have questions about the use of John Tyler's  
findings in the GED classroom, please post your questions or comments  
to Sara here.

Send your question or comment to specialtopics at nifl.gov

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From djrosen at comcast.net  Wed Aug  1 11:58:58 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 1 Aug 2007 11:58:58 -0400
Subject: [SpecialTopics 465]  What should GED programs do?
Message-ID: <20BD9243-9F3B-43CE-ABC2-E041D4C282DF@comcast.net>

GED Discussion Colleagues,

If you have been following along last week and this, you know that  
the news about earnings gains for GED students is not encouraging,  
that unless GED graduates go on to post-secondary education and  
complete a post-secondary certificate or a degree, that their GED  
attainment may not lift them out of poverty.  Of course, the good  
news is if they complete a four-year undergraduate degree their  
earnings gains, as a group, do not differ from 4-year degree holders  
who have high school diplomas.

At this point in our discussion, with three days left, I hope some of  
you who have been thinking about this problem might offer solutions.   
Should every GED program provide students with this information (for  
example through the Beyond the GED lessons developed by Fass, Garner  
and Barry?) Should GED programs change their curriculum to include  
college preparation? Should they offer separate college preparation/ 
transition programs for GED graduates who want to go on for post- 
secondary education? Is there something else that they should do, or  
is it okay to continue with the status quo?

This is a chance for everyone to chime in.  What do you think GED  
programs should do? What should policy makers do? What should GED  
students do?

Send your thoughts to specialtopics at nifl.gov

If you have just joined the discussion, you can catch up by looking  
at the archives,

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

beginning with posting 447.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From JURMO at ucc.edu  Wed Aug  1 12:26:49 2007
From: JURMO at ucc.edu (JURMO at ucc.edu)
Date: Wed, 1 Aug 2007 12:26:49 -0400
Subject: [SpecialTopics 466] Re: What should GED programs do?
In-Reply-To: <20BD9243-9F3B-43CE-ABC2-E041D4C282DF@comcast.net>
Message-ID: <355865D6A500D84D960A0083B5FFF71F029FE739@crexc02.campus.ucc.edu>

Hello, David and Other Colleagues,

A few thoughts in response to David's questions below (from someone who
has been working in a community college for the past two years):

--  Our community college offers a wide range of noncredit services,
including literacy/ESOL/GED/computer programs and occupational
certificate programs (which tend to be very "hands-on" and efficiently
help learners get skills and credentials they can use to move ahead
occupationally).  We are trying to develop a better integrated system of
services, which help lower-skilled job seekers and incumbent workers
develop educational and career plans, as well as basic skills and
computer skills, which they can use to get a GED, move into
more-rewarding jobs,  move into our noncredit occupational programs,
and/or move into credit programs on the "credit" side of our college. 

-- This requires a lot of coordination on the part of our various
programs, with an eye on what jobs are out there, so we efficiently
design and align our various programs.  This coordination, in turn,
requires a willingness to "think different," share students (rather than
horde them), higher and more transparent expectations for learners (so
"getting a GED" is seen as an important but not sufficient achievement),
and "matchmakers" (e.g., educational counselors, job developers,
instructors) who are constantly thinking about how to help individual
students (who each have their own unique interests, needs, abilities,
life situations...)  (I believe the Council for the Advancement of Adult
Literacy report on healthcare career ladders discusses the need for
professionals who can facilitate smooth linkages among the many
components of a career ladder.)

-- One big problem:  "Silos" created by funders who will fund one part
of such a system but not others.  Learners are blocked from moving
efficiently from one stage of the ladder to the next.  Staff are
conditioned to think inside boxes. 

-- Two other big problems: (1) Limited resources to hire, train, and
support professionals to do this challenging work. (2)Lack of
understanding within the field -- and by funders -- about the need to go
beyond piecemeal, underfunded programs and to create adult learning
systems which really help people move ahead as workers, family members,
and community members and citizens. 

-- Whew!  Thanks again for an important discussion. 

Paul Jurmo, Ed.D.
Dean, Economic Development and Continuing Education
Union County College
12-24 West Jersey Street
Elizabeth, NJ  07202
908-659-5103 telephone  
908-965-6010 fax
Jurmo at ucc.edu 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Wednesday, August 01, 2007 11:59 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 465] What should GED programs do?

GED Discussion Colleagues,

If you have been following along last week and this, you know that the
news about earnings gains for GED students is not encouraging, that
unless GED graduates go on to post-secondary education and complete a
post-secondary certificate or a degree, that their GED attainment may
not lift them out of poverty.  Of course, the good news is if they
complete a four-year undergraduate degree their earnings gains, as a
group, do not differ from 4-year degree holders who have high school
diplomas.

At this point in our discussion, with three days left, I hope some of  
you who have been thinking about this problem might offer solutions.   
Should every GED program provide students with this information (for
example through the Beyond the GED lessons developed by Fass, Garner and
Barry?) Should GED programs change their curriculum to include college
preparation? Should they offer separate college preparation/ transition
programs for GED graduates who want to go on for post- secondary
education? Is there something else that they should do, or is it okay to
continue with the status quo?

This is a chance for everyone to chime in.  What do you think GED
programs should do? What should policy makers do? What should GED
students do?

Send your thoughts to specialtopics at nifl.gov

If you have just joined the discussion, you can catch up by looking at
the archives,

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

beginning with posting 447.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to jurmo at ucc.edu

From ggorin at gmail.com  Wed Aug  1 13:07:59 2007
From: ggorin at gmail.com (Ginnie Gorin)
Date: Wed, 1 Aug 2007 13:07:59 -0400
Subject: [SpecialTopics 467]  What should GED providers do?
Message-ID: <e9d3a7190708011007g781d5821g2c355a818e0d8976@mail.gmail.com>

At a minimum, I think Adult Education providers should present to their
applicants the pros and cons of each of their high school
completion options as well as these options' correlation to advancement in
the workplace and/or success in postsecondary education or training.  If
research shows that doing coursework for a credit diploma (e.g. Algebra,
Geometry, Biology) better prepares individuals for long term success than
does earning a passing GED score, then perhaps more applicants would choose
the former option and see it through to completion.
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From aburruss2 at cox.net  Wed Aug  1 15:06:12 2007
From: aburruss2 at cox.net (Ann Burruss)
Date: Wed, 1 Aug 2007 15:06:12 -0400
Subject: [SpecialTopics 468] Re: What should GED programs do?
References: <355865D6A500D84D960A0083B5FFF71F029FE739@crexc02.campus.ucc.edu>
Message-ID: <001301c7d46f$07383150$0202a8c0@D1WJ3821>

Paul,
You certainly nailed down the biggest problem that I see; i.e., not sharing students or being willing to effect a seamless transition from one phase, compartment or (as you said) silo to the next.  If you have any concrete ideas, pass them on!
Ann Burruss
Literacy Volunteers of Gloucester
and Gloucester County Public Schools
Gloucester, VA
  ----- Original Message ----- 
  From: JURMO at ucc.edu 
  To: specialtopics at nifl.gov 
  Sent: Wednesday, August 01, 2007 12:26 PM
  Subject: [SpecialTopics 466] Re: What should GED programs do?

  Hello, David and Other Colleagues,

  A few thoughts in response to David's questions below (from someone who
  has been working in a community college for the past two years):

  --  Our community college offers a wide range of noncredit services,
  including literacy/ESOL/GED/computer programs and occupational
  certificate programs (which tend to be very "hands-on" and efficiently
  help learners get skills and credentials they can use to move ahead
  occupationally).  We are trying to develop a better integrated system of
  services, which help lower-skilled job seekers and incumbent workers
  develop educational and career plans, as well as basic skills and
  computer skills, which they can use to get a GED, move into
  more-rewarding jobs,  move into our noncredit occupational programs,
  and/or move into credit programs on the "credit" side of our college. 

  -- This requires a lot of coordination on the part of our various
  programs, with an eye on what jobs are out there, so we efficiently
  design and align our various programs.  This coordination, in turn,
  requires a willingness to "think different," share students (rather than
  horde them), higher and more transparent expectations for learners (so
  "getting a GED" is seen as an important but not sufficient achievement),
  and "matchmakers" (e.g., educational counselors, job developers,
  instructors) who are constantly thinking about how to help individual
  students (who each have their own unique interests, needs, abilities,
  life situations...)  (I believe the Council for the Advancement of Adult
  Literacy report on healthcare career ladders discusses the need for
  professionals who can facilitate smooth linkages among the many
  components of a career ladder.)

  -- One big problem:  "Silos" created by funders who will fund one part
  of such a system but not others.  Learners are blocked from moving
  efficiently from one stage of the ladder to the next.  Staff are
  conditioned to think inside boxes. 

  -- Two other big problems: (1) Limited resources to hire, train, and
  support professionals to do this challenging work. (2)Lack of
  understanding within the field -- and by funders -- about the need to go
  beyond piecemeal, underfunded programs and to create adult learning
  systems which really help people move ahead as workers, family members,
  and community members and citizens. 

  -- Whew!  Thanks again for an important discussion. 

  Paul Jurmo, Ed.D.
  Dean, Economic Development and Continuing Education
  Union County College
  12-24 West Jersey Street
  Elizabeth, NJ  07202
  908-659-5103 telephone  
  908-965-6010 fax
  Jurmo at ucc.edu 

  -----Original Message-----
  From: specialtopics-bounces at nifl.gov
  [mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
  Sent: Wednesday, August 01, 2007 11:59 AM
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 465] What should GED programs do?

  GED Discussion Colleagues,

  If you have been following along last week and this, you know that the
  news about earnings gains for GED students is not encouraging, that
  unless GED graduates go on to post-secondary education and complete a
  post-secondary certificate or a degree, that their GED attainment may
  not lift them out of poverty.  Of course, the good news is if they
  complete a four-year undergraduate degree their earnings gains, as a
  group, do not differ from 4-year degree holders who have high school
  diplomas.

  At this point in our discussion, with three days left, I hope some of  
  you who have been thinking about this problem might offer solutions.   
  Should every GED program provide students with this information (for
  example through the Beyond the GED lessons developed by Fass, Garner and
  Barry?) Should GED programs change their curriculum to include college
  preparation? Should they offer separate college preparation/ transition
  programs for GED graduates who want to go on for post- secondary
  education? Is there something else that they should do, or is it okay to
  continue with the status quo?

  This is a chance for everyone to chime in.  What do you think GED
  programs should do? What should policy makers do? What should GED
  students do?

  Send your thoughts to specialtopics at nifl.gov

  If you have just joined the discussion, you can catch up by looking at
  the archives,

  http://www.nifl.gov/pipermail/specialtopics/2007/date.html

  beginning with posting 447.

  David J. Rosen
  Special Topics Discussion Moderator
  djrosen at comcast.net

  -------------------------------
  National Institute for Literacy
  Special Topics mailing list
  SpecialTopics at nifl.gov
  To unsubscribe or change your subscription settings, please go to
  http://www.nifl.gov/mailman/listinfo/SpecialTopics
  Email delivered to jurmo at ucc.edu
  -------------------------------
  National Institute for Literacy
  Special Topics mailing list
  SpecialTopics at nifl.gov
  To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
  Email delivered to aburruss2 at cox.net
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From sgerard at vtadultlearning.org  Wed Aug  1 16:53:13 2007
From: sgerard at vtadultlearning.org (Steve Gerard)
Date: Wed, 1 Aug 2007 15:53:13 -0500
Subject: [SpecialTopics 469] Re: What should GED programs do?
References: <20BD9243-9F3B-43CE-ABC2-E041D4C282DF@comcast.net>
Message-ID: <00f601c7d47d$fa7a2d60$8d02a8c0@Steve>

David et al;
I appreciate the thoughtful discussion. It has been helpful. I think it is hard to identify consistent policies for GED since it fits into our differing systems in different ways. 

In Vermont, those without a high school diploma have three options: the GED, The Vermont Adult Diploma Program and new High School Completion program (for those under age 22). Students come to us from a variety of sources, but usually with a specific credential program clearly in mind as their solution. We are discussing how we ensure that, regardless of 'door' through which a student enters our system, every student is presented all three options and is engaged in a discussion about his/her current skills and longer term goals. 

The challenge for our typical GED students is that they often see the GED as a quick fix and resist our efforts to ensure that their fix really addresses their need. Since a 'quick' GED may actually address their short-term needs (improving short-term employability, entry into another program), our attempts to focus on skill (human capital) development, seem like another roadblock.

I don't want to block a student's attempt to get a credential, but I think it important to be clear that my goal is not to help more students get GED's (or any other credential). My goal is to help students learn to make well-informed educational decisions and to help them achieve their goals.

It seems like we should first be focusing on EFF skills of Reflect and Evaluate, Take Responsibility for Learning and Plan, and then focusing on the academic skills of the GED (either testing or teaching). I'd like it to not be an either/or choice, but that's another topic.

This has been helpful in clarifying more clearly what one actually gets with a GED. Thanks,

Steve Gerard
Director of Program Development and Assessment
Vermont Adult learning
60 S. Main St
Waterbury, VT 05676
(802) 244-0634  x102

  

----- Original Message ----- 
From: "David J. Rosen" <djrosen at comcast.net>
To: <specialtopics at nifl.gov>
Sent: Wednesday, August 01, 2007 10:58 AM
Subject: [SpecialTopics 465] What should GED programs do?

> GED Discussion Colleagues,
> 
> If you have been following along last week and this, you know that  
> the news about earnings gains for GED students is not encouraging,  
> that unless GED graduates go on to post-secondary education and  
> complete a post-secondary certificate or a degree, that their GED  
> attainment may not lift them out of poverty.  Of course, the good  
> news is if they complete a four-year undergraduate degree their  
> earnings gains, as a group, do not differ from 4-year degree holders  
> who have high school diplomas.
> 
> At this point in our discussion, with three days left, I hope some of  
> you who have been thinking about this problem might offer solutions.   
> Should every GED program provide students with this information (for  
> example through the Beyond the GED lessons developed by Fass, Garner  
> and Barry?) Should GED programs change their curriculum to include  
> college preparation? Should they offer separate college preparation/ 
> transition programs for GED graduates who want to go on for post- 
> secondary education? Is there something else that they should do, or  
> is it okay to continue with the status quo?
> 
> This is a chance for everyone to chime in.  What do you think GED  
> programs should do? What should policy makers do? What should GED  
> students do?
> 
> Send your thoughts to specialtopics at nifl.gov
> 
> If you have just joined the discussion, you can catch up by looking  
> at the archives,
> 
> http://www.nifl.gov/pipermail/specialtopics/2007/date.html
> 
> beginning with posting 447.
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to sgerard at vtadultlearning.org
>
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From cynthia_zafft at worlded.org  Wed Aug  1 16:17:25 2007
From: cynthia_zafft at worlded.org (Cynthia Zafft)
Date: Wed, 01 Aug 2007 16:17:25 -0400
Subject: [SpecialTopics 470] Re: What should GED programs do?
Message-ID: <46B0B2160200008800007BC3@mail.jsi.com>

Dear Colleagues:

Along with giving students key information about the importance of going
on to postsecondary education is developing formal transition services
and strategies.  Transition components can make a difference.  The
external evaluation for the New England ABE-to-College Transition
Project found that 69% of project participants enrolled or were expected
to enroll in postsecondary education (See
http://www.collegetransition.org/research/evaluation.pdf).

When the National College Transition Network did a descriptive study of
models of transition in adult education, many programs provided data
that showed their students were successfully entering postsecondary
education.  One of the models of transition, the GED-Plus model, used a
variety of strategies (e.g., curriculum alignment, dual enrollment,
etc.) with those students who identified postsecondary education as a
goal.  (See pages 18-21 of the study at
http://www.collegetransition.org/planning/nctntransitionpaper.pdf). 
Additional information on Florida's GED-Plus model is available at
http://www.floridatechnet.org/gedplus/.

And, all of this cannot just land on the doorstep of the GED instructor.
 If it takes several years to prepare traditional students for college,
it's no surprise that it takes several years to develop the interest and
skills needed by nontraditional students.  How can we infuse information
and skills earlier on?  (And what about those folks that just breeze in
for the test...pass the GED...then do a swan dive at college?)

----- Original Message ----- 
From: "David J. Rosen" <djrosen at comcast.net>
To: <specialtopics at nifl.gov>
Sent: Wednesday, August 01, 2007 10:58 AM
Subject: [SpecialTopics 465] What should GED programs do?

> GED Discussion Colleagues,
> 
> If you have been following along last week and this, you know that  
> the news about earnings gains for GED students is not encouraging,  
> that unless GED graduates go on to post-secondary education and  
> complete a post-secondary certificate or a degree, that their GED  
> attainment may not lift them out of poverty.  Of course, the good  
> news is if they complete a four-year undergraduate degree their  
> earnings gains, as a group, do not differ from 4-year degree holders  
> who have high school diplomas.
> 
> At this point in our discussion, with three days left, I hope some of 

> you who have been thinking about this problem might offer solutions.  

> Should every GED program provide students with this information (for  
> example through the Beyond the GED lessons developed by Fass, Garner  
> and Barry?) Should GED programs change their curriculum to include  
> college preparation? Should they offer separate college preparation/ 
> transition programs for GED graduates who want to go on for post- 
> secondary education? Is there something else that they should do, or  
> is it okay to continue with the status quo?
> 
> This is a chance for everyone to chime in.  What do you think GED  
> programs should do? What should policy makers do? What should GED  
> students do?
> 
> Send your thoughts to specialtopics at nifl.gov
> 
> If you have just joined the discussion, you can catch up by looking  
> at the archives,
> 
> http://www.nifl.gov/pipermail/specialtopics/2007/date.html
> 
> beginning with posting 447.
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to sgerard at vtadultlearning.org
>

Cynthia Zafft, Director
National College Transition Network (NCTN)
World Education, Inc.
44 Farnsworth Street
Boston, MA 02210
(617) 482-9485
www.collegetransition.org

From drichardson at jclibrary.org  Wed Aug  1 17:49:41 2007
From: drichardson at jclibrary.org (Darnelle Richardson)
Date: Wed, 1 Aug 2007 17:49:41 -0400
Subject: [SpecialTopics 471] Re: What should GED programs do?
In-Reply-To: <355865D6A500D84D960A0083B5FFF71F029FE739@crexc02.campus.ucc.edu>
Message-ID: <4EA97732BEFF5041A6AABC9CD77655BDA7C343@jersey-mail.jcpl_serv.jclibrary.org>

Paul,

It is a pleasure hearing from you, not just as a colleague, but also as someone working in a community college. I can't agree with you more about the need ..."to develop a better integrated system of services... and "This requires a lot of coordination on the part of our various programs".  

Since most adult learners attend college with the anticipation of earning degrees, I would like to see them "move into credit programs" as opposed to noncredit occupational programs. Unfortunately, many low level learners get stuck in remedial courses for several semesters.  At times their financial aid runs out and the dream of earning a degree does not become a reality.  Community colleges should explore the possibility of working with literacy programs to provide individualized instruction (perhaps on a fee basis) to assist such learners.  We need to make a concerted effort to help our funders realize that piecemeal instruction does not produce better citizens for our communities.

Darnelle L. Richardson
Program Coordinator
Literacy Program 
Jersey City Public Library
472 Jersey Avenue
Jersey City, NJ  07302
T: 201/547-5770
F: 201/435-5746
E-mail:  drichardson at jclibrary.org

"Shoot for the moon.  Even if you miss it, you will land among the stars."  Les Brown

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of JURMO at ucc.edu
Sent: Wednesday, August 01, 2007 12:27 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 466] Re: What should GED programs do?

Hello, David and Other Colleagues,

A few thoughts in response to David's questions below (from someone who
has been working in a community college for the past two years):

--  Our community college offers a wide range of noncredit services,
including literacy/ESOL/GED/computer programs and occupational
certificate programs (which tend to be very "hands-on" and efficiently
help learners get skills and credentials they can use to move ahead
occupationally).  We are trying to develop a better integrated system of
services, which help lower-skilled job seekers and incumbent workers
develop educational and career plans, as well as basic skills and
computer skills, which they can use to get a GED, move into
more-rewarding jobs,  move into our noncredit occupational programs,
and/or move into credit programs on the "credit" side of our college. 

-- This requires a lot of coordination on the part of our various
programs, with an eye on what jobs are out there, so we efficiently
design and align our various programs.  This coordination, in turn,
requires a willingness to "think different," share students (rather than
horde them), higher and more transparent expectations for learners (so
"getting a GED" is seen as an important but not sufficient achievement),
and "matchmakers" (e.g., educational counselors, job developers,
instructors) who are constantly thinking about how to help individual
students (who each have their own unique interests, needs, abilities,
life situations...)  (I believe the Council for the Advancement of Adult
Literacy report on healthcare career ladders discusses the need for
professionals who can facilitate smooth linkages among the many
components of a career ladder.)

-- One big problem:  "Silos" created by funders who will fund one part
of such a system but not others.  Learners are blocked from moving
efficiently from one stage of the ladder to the next.  Staff are
conditioned to think inside boxes. 

-- Two other big problems: (1) Limited resources to hire, train, and
support professionals to do this challenging work. (2)Lack of
understanding within the field -- and by funders -- about the need to go
beyond piecemeal, underfunded programs and to create adult learning
systems which really help people move ahead as workers, family members,
and community members and citizens. 

-- Whew!  Thanks again for an important discussion. 

Paul Jurmo, Ed.D.
Dean, Economic Development and Continuing Education
Union County College
12-24 West Jersey Street
Elizabeth, NJ  07202
908-659-5103 telephone  
908-965-6010 fax
Jurmo at ucc.edu 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Wednesday, August 01, 2007 11:59 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 465] What should GED programs do?

GED Discussion Colleagues,

If you have been following along last week and this, you know that the
news about earnings gains for GED students is not encouraging, that
unless GED graduates go on to post-secondary education and complete a
post-secondary certificate or a degree, that their GED attainment may
not lift them out of poverty.  Of course, the good news is if they
complete a four-year undergraduate degree their earnings gains, as a
group, do not differ from 4-year degree holders who have high school
diplomas.

At this point in our discussion, with three days left, I hope some of  
you who have been thinking about this problem might offer solutions.   
Should every GED program provide students with this information (for
example through the Beyond the GED lessons developed by Fass, Garner and
Barry?) Should GED programs change their curriculum to include college
preparation? Should they offer separate college preparation/ transition
programs for GED graduates who want to go on for post- secondary
education? Is there something else that they should do, or is it okay to
continue with the status quo?

This is a chance for everyone to chime in.  What do you think GED
programs should do? What should policy makers do? What should GED
students do?

Send your thoughts to specialtopics at nifl.gov

If you have just joined the discussion, you can catch up by looking at
the archives,

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

beginning with posting 447.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to jurmo at ucc.edu
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to drichardson at jclibrary.org

From djrosen at comcast.net  Thu Aug  2 07:27:47 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 2 Aug 2007 07:27:47 -0400
Subject: [SpecialTopics 472]  Two days left for GED outcomes discussion
Message-ID: <64C499F9-D7F5-4779-A71F-71CAD8BA4FCB@comcast.net>

Special Topics Discussion List Colleagues,

Today and tomorrow will be the last chance for questions and comments  
for Dr. John Tyler and Sara Fass. The discussion ends after tomorrow.  
You are welcome to continue to post comments on any post, of course,  
and to add new ideas -- today and tomorrow.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From sdscanlon at adelphia.net  Thu Aug  2 07:57:44 2007
From: sdscanlon at adelphia.net (Sandy Scanlon)
Date: Thu, 2 Aug 2007 07:57:44 -0400
Subject: [SpecialTopics 473] Re: Two days left for GED outcomes discussion
References: <64C499F9-D7F5-4779-A71F-71CAD8BA4FCB@comcast.net>
Message-ID: <001801c7d4fc$569e98f0$6401a8c0@userrhw2qmgdrx>

Dear All,
My question is, "How can programs "effectively" market the understanding of 
economic limits of obtaining the GED and then focus our learners sites on 
career path and required post secondary education?"  Many adults who enter 
our program are mioptically focused on "passing the GED" and have no thought 
on what comes next or even more importantly "why" they should plan.   These 
adults are the hardest to reach.
Sandy Scanlon
Community College of Allegheny County

----- Original Message ----- 
From: "David J. Rosen" <djrosen at comcast.net>
To: <specialtopics at nifl.gov>
Sent: Thursday, August 02, 2007 7:27 AM
Subject: [SpecialTopics 472] Two days left for GED outcomes discussion

> Special Topics Discussion List Colleagues,
>
> Today and tomorrow will be the last chance for questions and comments
> for Dr. John Tyler and Sara Fass. The discussion ends after tomorrow.
> You are welcome to continue to post comments on any post, of course,
> and to add new ideas -- today and tomorrow.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to sdscanlon at adelphia.net
> 

From djrosen at comcast.net  Thu Aug  2 07:59:16 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 2 Aug 2007 07:59:16 -0400
Subject: [SpecialTopics 474]  John Tyler's reply: Question 16
Message-ID: <1D7DB21A-7356-442B-A159-65D59BB59119@comcast.net>

Special Topics Discussion Colleagues,

Sally Gabb asked:

16. Did I miss something or are these questions answered:  did Dr.  
Tyler's research cover economic outcomes for GED grads with several  
post GED experiences:  GED directly to job; GED + vocational  
training; GED + 2 year post secondary; GED + four year or more; and  
additionally - to what degree are GED grads seeking post high school  
education compared to HS grads?

John Tyler's reply:

Two parts to this answer. First of all, the evidence is that returns  
to vocational training are quite low, and this is the type of  
postsecondary "education" that GED holders tend to get the most of.
Second, we know that (1) the returns to 2-year and 4-year  
postsecondary education are about the same in the general population,  
(2) the returns to postsecondary education are about the same for GED  
holders as for regular high school graduates, and (3) unfortunately,  
GED holders tend to get very little postsecondary education from 2-  
and 4-year colleges relative to regular high school graduates.
-----

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From wfagan at mun.ca  Thu Aug  2 08:06:48 2007
From: wfagan at mun.ca (Will Fagan)
Date: Thu, 2 Aug 2007 09:36:48 -0230
Subject: [SpecialTopics 475] Re: What should GED programs do?
In-Reply-To: <20BD9243-9F3B-43CE-ABC2-E041D4C282DF@comcast.net>
References: <20BD9243-9F3B-43CE-ABC2-E041D4C282DF@comcast.net>
Message-ID: <C53EBF76-10A2-483E-9DC5-908BF72AB176@mun.ca>

While I have been involved in adult literacy/education for many years  
(now a professor emeritus),
I have recently set up a GED preparation program for a  group of  
adults on an Island about a mile from
where I live - 20 minute ferry ride. This island was a large mining  
community with a pop. of about
14,000 and since the mines closed in the late sixties, it has  
dwindled to around 3000 with a depressed
economy.
I have built in a Transition Skills program focusing on upgrading  
reading, writing, and word study
skills (using 3 literacy programs I had authored).
I think a key factor in understanding a GED certificate is  
understanding why the participants enroll.

These adults would not or could not enroll in a full-day program of  
any sort.
Some are in a skilled trade but need an "academic certificate" in  
order to write the certificate for their trade.
Another needs a certificate to qualify her for a particular category  
within the health system, for
which she is qualified.
Another, feels "cheated" she did not get a high school diploma but  
wants to achieve this
as a parent of young children - and so their stories go.
Also these participants find it too costly to travel from the Island  
to a nearby city to avail of
opportunities there.

So far, neither one has expressed a desire to attend university.

But as I read the comments, I think that ALL high school graduates  
cannot enroll in university -
at least not here. They must have a certain average and credits in  
certain subjects. Therefore,
I think it is unfair to compare those with a GED certificate to  
qualifying high school students,
where in the GED program there is a minimum
qualifying mark! Why would those completing the GED certificate with  
a high pass mark
in all content areas not be as qualified  as those high school  
students meeting entrance
requirements to a university?
What kinds of counselling do high school students receive regarding  
their post-high school
options, depending on subjects taken, pass mark, etc.? It seems to me  
that this should
be no different for GED certificate completion participants.  
Actually, with GED participants
there is an advantage as they are mature adults, and are usually more  
realistic in terms
of their goals.
Bill Fagan

On 1-Aug-07, at 1:28 PM, David J. Rosen wrote:

> GED Discussion Colleagues,
>
> If you have been following along last week and this, you know that
> the news about earnings gains for GED students is not encouraging,
> that unless GED graduates go on to post-secondary education and
> complete a post-secondary certificate or a degree, that their GED
> attainment may not lift them out of poverty.  Of course, the good
> news is if they complete a four-year undergraduate degree their
> earnings gains, as a group, do not differ from 4-year degree holders
> who have high school diplomas.
>
> At this point in our discussion, with three days left, I hope some of
> you who have been thinking about this problem might offer solutions.
> Should every GED program provide students with this information (for
> example through the Beyond the GED lessons developed by Fass, Garner
> and Barry?) Should GED programs change their curriculum to include
> college preparation? Should they offer separate college preparation/
> transition programs for GED graduates who want to go on for post-
> secondary education? Is there something else that they should do, or
> is it okay to continue with the status quo?
>
> This is a chance for everyone to chime in.  What do you think GED
> programs should do? What should policy makers do? What should GED
> students do?
>
> Send your thoughts to specialtopics at nifl.gov
>
> If you have just joined the discussion, you can catch up by looking
> at the archives,
>
> http://www.nifl.gov/pipermail/specialtopics/2007/date.html
>
> beginning with posting 447.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to wfagan at mun.ca

From djrosen at comcast.net  Thu Aug  2 08:12:48 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 2 Aug 2007 08:12:48 -0400
Subject: [SpecialTopics 476] GED outcomes discussion: getting beyond just
	"passing the GED"
In-Reply-To: <001801c7d4fc$569e98f0$6401a8c0@userrhw2qmgdrx>
References: <64C499F9-D7F5-4779-A71F-71CAD8BA4FCB@comcast.net>
	<001801c7d4fc$569e98f0$6401a8c0@userrhw2qmgdrx>
Message-ID: <6788CB03-9970-4D2E-AEF6-F647E2B99B73@comcast.net>

Special Topics Discussion Colleagues,

Although John Tyler and Sara Fass may wish to reply to this question,  
I also welcome others' views. What do we know from professional  
wisdom and the experience of GED preparation program teachers,  
counselors and administrators that will help? How can publications  
like Beyond the GED help? What else helps?

David J. Rosen
Special topics Discussion Moderator
djrosen at comcast.net

On Aug 2, 2007, at 7:57 AM, Sandy Scanlon wrote:

> My question is, "How can programs "effectively" market the  
> understanding of
> economic limits of obtaining the GED and then focus our learners  
> sites on
> career path and required post secondary education?"  Many adults  
> who enter
> our program are mioptically focused on "passing the GED" and have  
> no thought
> on what comes next or even more importantly "why" they should  
> plan.   These
> adults are the hardest to reach.
> Sandy Scanlon
> Community College of Allegheny County

From sdscanlon at adelphia.net  Thu Aug  2 08:25:55 2007
From: sdscanlon at adelphia.net (Sandy Scanlon)
Date: Thu, 2 Aug 2007 08:25:55 -0400
Subject: [SpecialTopics 477] Re: Two days left for GED outcomes discussion
References: <64C499F9-D7F5-4779-A71F-71CAD8BA4FCB@comcast.net>
Message-ID: <001401c7d500$466c2fc0$6401a8c0@userrhw2qmgdrx>

Perhaps a more reflective question would be, " Would our adult learners 
benefit more from a program that emphasizes transition to career path with 
obtaining the GED as one of the program's components?"  With the current 
emphasis in our programs of GED attainment, are we enablers?
Sandy Scanlon
ABE/GED Program Director
Community College of Allegheny County

----- Original Message ----- 
From: "David J. Rosen" <djrosen at comcast.net>
To: <specialtopics at nifl.gov>
Sent: Thursday, August 02, 2007 7:27 AM
Subject: [SpecialTopics 472] Two days left for GED outcomes discussion

> Special Topics Discussion List Colleagues,
>
> Today and tomorrow will be the last chance for questions and comments
> for Dr. John Tyler and Sara Fass. The discussion ends after tomorrow.
> You are welcome to continue to post comments on any post, of course,
> and to add new ideas -- today and tomorrow.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to sdscanlon at adelphia.net
> 

From John_Tyler at brown.edu  Thu Aug  2 08:33:03 2007
From: John_Tyler at brown.edu (Tyler, John)
Date: Thu, 2 Aug 2007 08:33:03 -0400
Subject: [SpecialTopics 478] Re: What should GED programs do?
In-Reply-To: <00f601c7d47d$fa7a2d60$8d02a8c0@Steve>
Message-ID: <1A97D3D73A03FC419D87967D3CE4760C05EE1FFF@MAIL1.AD.Brown.Edu>

I am interested in a topic raised by Steve Gerard, which is that of
adult education credentialing programs that are alternatives to the GED
program. In particular, I'm interested in programs that bring adult
learners back to receive a regular high school diploma. It seems like
the Vermont Adult Diploma Program and the new High School Completion
program that Steve mentions in Vermont may be such programs (though I'm
not absolutely clear on this). My sense is while there may be many
individual programs across the nation with the purpose of moving adult
learners to a regular high school diploma, the number of individuals
served by such programs is very small. For those of you in the field,
are these two perceptions correct (lots of programs, relatively few
served), and does anyone know of any systematic efforts to put hard
numbers behind these questions, particularly the number of individuals
in such programs., either at the state level or even in some
metropolitan area. I would like to be able to bring some hard numbers to
this question.

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Steve Gerard
Sent: Wednesday, August 01, 2007 4:53 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 469] Re: What should GED programs do?

David et al;
I appreciate the thoughtful discussion. It has been helpful. I think it
is hard to identify consistent policies for GED since it fits into our
differing systems in different ways. 
 
In Vermont, those without a high school diploma have three options: the
GED, The Vermont Adult Diploma Program and new High School Completion
program (for those under age 22). Students come to us from a variety of
sources, but usually with a specific credential program clearly in mind
as their solution. We are discussing how we ensure that, regardless of
'door' through which a student enters our system, every student is
presented all three options and is engaged in a discussion about his/her
current skills and longer term goals. 
 
The challenge for our typical GED students is that they often see the
GED as a quick fix and resist our efforts to ensure that their fix
really addresses their need. Since a 'quick' GED may actually address
their short-term needs (improving short-term employability, entry into
another program), our attempts to focus on skill (human capital)
development, seem like another roadblock.
 
I don't want to block a student's attempt to get a credential, but I
think it important to be clear that my goal is not to help more students
get GED's (or any other credential). My goal is to help students learn
to make well-informed educational decisions and to help them achieve
their goals.
 
It seems like we should first be focusing on EFF skills of Reflect and
Evaluate, Take Responsibility for Learning and Plan, and then focusing
on the academic skills of the GED (either testing or teaching). I'd like
it to not be an either/or choice, but that's another topic.
 
This has been helpful in clarifying more clearly what one actually gets
with a GED. Thanks,
 
Steve Gerard
Director of Program Development and Assessment
Vermont Adult learning
60 S. Main St
Waterbury, VT 05676
(802) 244-0634  x102
 
 
  
 
----- Original Message ----- 
From: "David J. Rosen" <djrosen at comcast.net <mailto:djrosen at comcast.net>
>
To: <specialtopics at nifl.gov <mailto:specialtopics at nifl.gov> >
Sent: Wednesday, August 01, 2007 10:58 AM
Subject: [SpecialTopics 465] What should GED programs do?

> GED Discussion Colleagues,
> 
> If you have been following along last week and this, you know that  
> the news about earnings gains for GED students is not encouraging,  
> that unless GED graduates go on to post-secondary education and  
> complete a post-secondary certificate or a degree, that their GED  
> attainment may not lift them out of poverty.  Of course, the good  
> news is if they complete a four-year undergraduate degree their  
> earnings gains, as a group, do not differ from 4-year degree holders  
> who have high school diplomas.
> 
> At this point in our discussion, with three days left, I hope some of

> you who have been thinking about this problem might offer solutions.

> Should every GED program provide students with this information (for  
> example through the Beyond the GED lessons developed by Fass, Garner  
> and Barry?) Should GED programs change their curriculum to include  
> college preparation? Should they offer separate college preparation/ 
> transition programs for GED graduates who want to go on for post- 
> secondary education? Is there something else that they should do, or  
> is it okay to continue with the status quo?
> 
> This is a chance for everyone to chime in.  What do you think GED  
> programs should do? What should policy makers do? What should GED  
> students do?
> 
> Send your thoughts to specialtopics at nifl.gov
<mailto:specialtopics at nifl.gov> 
> 
> If you have just joined the discussion, you can catch up by looking  
> at the archives,
> 
> http://www.nifl.gov/pipermail/specialtopics/2007/date.html
<http://www.nifl.gov/pipermail/specialtopics/2007/date.html> 
> 
> beginning with posting 447.
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net <mailto:djrosen at comcast.net> 
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov <mailto:SpecialTopics at nifl.gov> 
> To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
<http://www.nifl.gov/mailman/listinfo/SpecialTopics> 
> Email delivered to sgerard at vtadultlearning.org
<mailto:sgerard at vtadultlearning.org> 
> 
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From Kgotthardt at comcast.net  Thu Aug  2 08:54:26 2007
From: Kgotthardt at comcast.net (Katherine G)
Date: Thu, 2 Aug 2007 08:54:26 -0400
Subject: [SpecialTopics 479] Re: Two days left for GED outcomes discussion
In-Reply-To: <001801c7d4fc$569e98f0$6401a8c0@userrhw2qmgdrx>
Message-ID: <MHEMKJNHLDIEMGGCCKCCGEKJDHAA.Kgotthardt@comcast.net>

Sandy, your question reminds me of an exercise in Project Connect (which we
use for ESOL students studying civics and citizenship).  One learning unit
requires students to look at long-term goals.  Various methods of achieving
these goals are presented in the lesson, and then students are asked to list
the steps they will use to complete these goals.  Something like this needs
to be included in GED programs, if not within the GED prep itself, then
possibly as a requirement.  I suspect, though, that many students would not
want to enroll in an additional class because they are so focused on passing
the test.  This is why a seminar or unit of GED prep should actually include
lessons on long-term goal setting and methods to achieve those goals,
lengthening the prep courses.  And of course, this means GED prep courses
will require more funding at the state and national levels.  The investment,
according to this discussion, would be well worth it.

Katherine Mercurio Gotthardt, Online ESOL Instructor

Prince William County Public Schools

Adult Education

P.O. Box 389

Manassas, VA 20108

work 703-791-8387

fax 703-791-8889

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Sandy Scanlon
Sent: Thursday, August 02, 2007 7:58 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 473] Re: Two days left for GED outcomes
discussion

Dear All,
My question is, "How can programs "effectively" market the understanding of
economic limits of obtaining the GED and then focus our learners sites on
career path and required post secondary education?"  Many adults who enter
our program are mioptically focused on "passing the GED" and have no thought
on what comes next or even more importantly "why" they should plan.   These
adults are the hardest to reach.
Sandy Scanlon
Community College of Allegheny County

----- Original Message -----
From: "David J. Rosen" <djrosen at comcast.net>
To: <specialtopics at nifl.gov>
Sent: Thursday, August 02, 2007 7:27 AM
Subject: [SpecialTopics 472] Two days left for GED outcomes discussion

> Special Topics Discussion List Colleagues,
>
> Today and tomorrow will be the last chance for questions and comments
> for Dr. John Tyler and Sara Fass. The discussion ends after tomorrow.
> You are welcome to continue to post comments on any post, of course,
> and to add new ideas -- today and tomorrow.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to sdscanlon at adelphia.net
>

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to kgotthardt at comcast.net

From jschneider at eicc.edu  Thu Aug  2 09:10:00 2007
From: jschneider at eicc.edu (Schneider, Jim)
Date: Thu, 2 Aug 2007 08:10:00 -0500
Subject: [SpecialTopics 480]  What should GED programs do?
Message-ID: <208D21E3AC92D449A31336961A46FB87095B9690@eiccd-exch1.eiccd.net>

Three very interesting and powerful questions: What do you think GED
programs should do? What should policy makers do? What should GED
students do?

Given the pace of our society, and the economic realities facing those
without a diploma and those with their GED, it is imperative that GED
programs do everything possible to transition their learners to some
form of post-secondary education (PSE) or training. There is little we
can do to make them drink at the PSE well. However, there is much that
can be done to assist them in overcoming the many barriers and
challenges that they face in moving on to PSE. If they are constantly
immersed in the educational opportunities that exist, infused with the
expectation that they will pursue PSE, provided with quality advising,
assistance in filing for financial aid, placement testing, scheduling,
etc. As much as possible the families of the learners ought to be
included in this process given the degree to which they can support or
undermine the efforts of the learner. If the family is informed and
understands the process or where to go for more information, the
likelihood of success is greatly enhanced. 

What policy makers should do is provide adequate funding for the work
that is already being done as well as the above activities. Such funding
would go a long way to assist the field to improve the preparation,
training, and rewards of those delivering the services. Not to take
anything away from the thousands of dedicated staff and instructors who
are currently serving this population, but if professional, qualified
staff are essential to the success of K-12 learners, how can learners
who were left behind by the K-12 system be adequately served with the
hodge-podge, part-time,  low-pay, no benefits staffing that
characterizes too many GED programs? 

GED students will do what they want to do. They are self-determining,
and regardless of their ages, must be treated as adults. We can
belly-ache about their lack of responsibility, engagement, motivation,
etc.,  etc., etc. Many of them are facing challenges in life that we can
scarcely imagine. Many will start and stop several times before they
become fully engaged to completion. We need to be here and prepared to
assist them when they are ready.

We have a professional and moral responsibility to create and design
programs and processes that will engage them where they are and guide
them to thirst for more. It is likely that there will always be some
learners left behind... but we can surely do a better job than we have
done, and in my mind there is no justification for the weak financial
and institutional support that these vital Adult Literacy and GED
programs has labored under. 

Jim Schneider

Assistant Dean

Scott Community College 
Career Assistance Center
627 W. Second Street
Davenport, IA 52801
(563) 326-5319  phone
(563) 326-6039  fax
 
Do not despise the small act. 

Every small act, if you do it deeply, profoundly, can touch the whole
universe. 

Millions of small acts will build a wonderful world. 

Chan Khong
 
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From howard at riral.org  Thu Aug  2 09:20:25 2007
From: howard at riral.org (Howard Dooley)
Date: Thu, 2 Aug 2007 09:20:25 -0400
Subject: [SpecialTopics 481] Re: What should GED programs do?
In-Reply-To: <1A97D3D73A03FC419D87967D3CE4760C05EE1FFF@MAIL1.AD.Brown.Edu>
Message-ID: <0BF2D0726318524ABEF6D58E7BB3CCEB0B938D@pdc.Riral.local>

The National External Diploma Program (EDP) is one such program. It is a
competency-based, performance assessment for adults. It has been
available in many if not most states for, oh, 20 years or more. You
could contact CASAS, which has now assumed management of the program, to
obtain "hard numbers". I'm sure other state and program staffs could
assist you: I know that CT, MD, and NY extensively use the program. RI
has a fledgling program, and we are finding it a useful and viable
alternative to the GED, particularly for adult ESOL learners. I know
that some states have not found it as helpful, and the program is in the
midst of a major review, to ensure that it meets the needs of adult in
the new century, while meeting the new high school standards being
developed in the various states.

 

You might also consider work credentials which are under development by
states and nationally - there's the CASAS, the EFF and the Work Keys
programs: I believe the United Way issued a paper reviewing the major
national programs - and which will provide an important, non-academic
credential for adults. In the next few years, the development and
marketing of these credentials will be in place, and, I believe, they
will become viable, important credentials for many of our learners.

 

Howard D.

RIRAL, Rhode Island

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Tyler, John
Sent: Thursday, August 02, 2007 8:33 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 478] Re: What should GED programs do?

 

I am interested in a topic raised by Steve Gerard, which is that of
adult education credentialing programs that are alternatives to the GED
program. In particular, I'm interested in programs that bring adult
learners back to receive a regular high school diploma. It seems like
the Vermont Adult Diploma Program and the new High School Completion
program that Steve mentions in Vermont may be such programs (though I'm
not absolutely clear on this). My sense is while there may be many
individual programs across the nation with the purpose of moving adult
learners to a regular high school diploma, the number of individuals
served by such programs is very small. For those of you in the field,
are these two perceptions correct (lots of programs, relatively few
served), and does anyone know of any systematic efforts to put hard
numbers behind these questions, particularly the number of individuals
in such programs., either at the state level or even in some
metropolitan area. I would like to be able to bring some hard numbers to
this question.

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Steve Gerard
Sent: Wednesday, August 01, 2007 4:53 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 469] Re: What should GED programs do?

David et al;

I appreciate the thoughtful discussion. It has been helpful. I think it
is hard to identify consistent policies for GED since it fits into our
differing systems in different ways. 

 

In Vermont, those without a high school diploma have three options: the
GED, The Vermont Adult Diploma Program and new High School Completion
program (for those under age 22). Students come to us from a variety of
sources, but usually with a specific credential program clearly in mind
as their solution. We are discussing how we ensure that, regardless of
'door' through which a student enters our system, every student is
presented all three options and is engaged in a discussion about his/her
current skills and longer term goals. 

 

The challenge for our typical GED students is that they often see the
GED as a quick fix and resist our efforts to ensure that their fix
really addresses their need. Since a 'quick' GED may actually address
their short-term needs (improving short-term employability, entry into
another program), our attempts to focus on skill (human capital)
development, seem like another roadblock.

 

I don't want to block a student's attempt to get a credential, but I
think it important to be clear that my goal is not to help more students
get GED's (or any other credential). My goal is to help students learn
to make well-informed educational decisions and to help them achieve
their goals.

 

It seems like we should first be focusing on EFF skills of Reflect and
Evaluate, Take Responsibility for Learning and Plan, and then focusing
on the academic skills of the GED (either testing or teaching). I'd like
it to not be an either/or choice, but that's another topic.

 

This has been helpful in clarifying more clearly what one actually gets
with a GED. Thanks,

 

Steve Gerard
Director of Program Development and Assessment
Vermont Adult learning
60 S. Main St
Waterbury, VT 05676
(802) 244-0634  x102

 

 

  

 

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

From: "David J. Rosen" <djrosen at comcast.net <mailto:djrosen at comcast.net>
>

To: <specialtopics at nifl.gov <mailto:specialtopics at nifl.gov> >

Sent: Wednesday, August 01, 2007 10:58 AM

Subject: [SpecialTopics 465] What should GED programs do?

 

> GED Discussion Colleagues,
> 
> If you have been following along last week and this, you know that  
> the news about earnings gains for GED students is not encouraging,  
> that unless GED graduates go on to post-secondary education and  
> complete a post-secondary certificate or a degree, that their GED  
> attainment may not lift them out of poverty.  Of course, the good  
> news is if they complete a four-year undergraduate degree their  
> earnings gains, as a group, do not differ from 4-year degree holders  
> who have high school diplomas.
> 
> At this point in our discussion, with three days left, I hope some of

> you who have been thinking about this problem might offer solutions.

> Should every GED program provide students with this information (for  
> example through the Beyond the GED lessons developed by Fass, Garner  
> and Barry?) Should GED programs change their curriculum to include  
> college preparation? Should they offer separate college preparation/ 
> transition programs for GED graduates who want to go on for post- 
> secondary education? Is there something else that they should do, or  
> is it okay to continue with the status quo?
> 
> This is a chance for everyone to chime in.  What do you think GED  
> programs should do? What should policy makers do? What should GED  
> students do?
> 
> Send your thoughts to specialtopics at nifl.gov
<mailto:specialtopics at nifl.gov> 
> 
> If you have just joined the discussion, you can catch up by looking  
> at the archives,
> 
> http://www.nifl.gov/pipermail/specialtopics/2007/date.html
<http://www.nifl.gov/pipermail/specialtopics/2007/date.html> 
> 
> beginning with posting 447.
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net <mailto:djrosen at comcast.net> 
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov <mailto:SpecialTopics at nifl.gov> 
> To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
<http://www.nifl.gov/mailman/listinfo/SpecialTopics> 
> Email delivered to sgerard at vtadultlearning.org
<mailto:sgerard at vtadultlearning.org> 
> 

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From Kgotthardt at comcast.net  Thu Aug  2 09:23:40 2007
From: Kgotthardt at comcast.net (Katherine G)
Date: Thu, 2 Aug 2007 09:23:40 -0400
Subject: [SpecialTopics 482] Re: What should GED programs do?
In-Reply-To: <208D21E3AC92D449A31336961A46FB87095B9690@eiccd-exch1.eiccd.net>
Message-ID: <MHEMKJNHLDIEMGGCCKCCIEKLDHAA.Kgotthardt@comcast.net>

Jim, I have two questions.  You suggest immersing students in the idea of
PSE. I have taught only one GED prep course, but in that course, I had
students looking to pursue other options after obtaining the GED:  military,
career school, college.

There is also the argument out there in higher ed that "not every student
should go to college" that the economy can't handle it, and that college
grads will ultimately suffer the same outcomes because the market will be
flooded with graduates.

Thus:

1.  How do you encourage students who have already set personal goals to
consider PSE, and in what context would you do so?
2.  How would you respond to the macroeconomic argument that an influx of
grads would negatively impact the job market?

 -----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Schneider, Jim
Sent: Thursday, August 02, 2007 9:10 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 480] What should GED programs do?

  Three very interesting and powerful questions: What do you think GED
programs should do? What should policy makers do? What should GED students
do?

  Given the pace of our society, and the economic realities facing those
without a diploma and those with their GED, it is imperative that GED
programs do everything possible to transition their learners to some form of
post-secondary education (PSE) or training. There is little we can do to
make them drink at the PSE well. However, there is much that can be done to
assist them in overcoming the many barriers and challenges that they face in
moving on to PSE. If they are constantly immersed in the educational
opportunities that exist, infused with the expectation that they will pursue
PSE, provided with quality advising, assistance in filing for financial aid,
placement testing, scheduling, etc. As much as possible the families of the
learners ought to be included in this process given the degree to which they
can support or undermine the efforts of the learner. If the family is
informed and understands the process or where to go for more information,
the likelihood of success is greatly enhanced.

  What policy makers should do is provide adequate funding for the work that
is already being done as well as the above activities. Such funding would go
a long way to assist the field to improve the preparation, training, and
rewards of those delivering the services. Not to take anything away from the
thousands of dedicated staff and instructors who are currently serving this
population, but if professional, qualified staff are essential to the
success of K-12 learners, how can learners who were left behind by the K-12
system be adequately served with the hodge-podge, part-time,  low-pay, no
benefits staffing that characterizes too many GED programs?

  GED students will do what they want to do. They are self-determining, and
regardless of their ages, must be treated as adults. We can belly-ache about
their lack of responsibility, engagement, motivation, etc.,  etc., etc. Many
of them are facing challenges in life that we can scarcely imagine. Many
will start and stop several times before they become fully engaged to
completion. We need to be here and prepared to assist them when they are
ready.

  We have a professional and moral responsibility to create and design
programs and processes that will engage them where they are and guide them
to thirst for more. It is likely that there will always be some learners
left behind... but we can surely do a better job than we have done, and in
my mind there is no justification for the weak financial and institutional
support that these vital Adult Literacy and GED programs has labored under.

  Jim Schneider

  Assistant Dean

  Scott Community College
  Career Assistance Center
  627 W. Second Street
  Davenport, IA 52801
  (563) 326-5319  phone
  (563) 326-6039  fax

  Do not despise the small act.

  Every small act, if you do it deeply, profoundly, can touch the whole
universe.

  Millions of small acts will build a wonderful world.

  Chan Khong
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From Kgotthardt at comcast.net  Thu Aug  2 09:34:36 2007
From: Kgotthardt at comcast.net (Katherine G)
Date: Thu, 2 Aug 2007 09:34:36 -0400
Subject: [SpecialTopics 483] Re: What should GED programs do?
In-Reply-To: <0BF2D0726318524ABEF6D58E7BB3CCEB0B938D@pdc.Riral.local>
Message-ID: <MHEMKJNHLDIEMGGCCKCCIEKMDHAA.Kgotthardt@comcast.net>

Howard, I am in a bout of asking questions this morning, so I will address
this one to you.  : )

My understanding is that the National External Diploma Program teachers are
not allowed to actually instruct students, that they can provide resources,
but that one-on-one tutoring cannot take place.  Can you clarify how this
program works?  And if it is true that teachers can only facilitate and
direct, how many students actually have the wherewithal to use those
resources and complete the program?

If I am way off the mark, please let me know.

 -----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Howard Dooley
Sent: Thursday, August 02, 2007 9:20 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 481] Re: What should GED programs do?

  The National External Diploma Program (EDP) is one such program. It is a
competency-based, performance assessment for adults. It has been available
in many if not most states for, oh, 20 years or more. You could contact
CASAS, which has now assumed management of the program, to obtain "hard
numbers". I'm sure other state and program staffs could assist you: I know
that CT, MD, and NY extensively use the program. RI has a fledgling program,
and we are finding it a useful and viable alternative to the GED,
particularly for adult ESOL learners. I know that some states have not found
it as helpful, and the program is in the midst of a major review, to ensure
that it meets the needs of adult in the new century, while meeting the new
high school standards being developed in the various states.

  You might also consider work credentials which are under development by
states and nationally - there's the CASAS, the EFF and the Work Keys
programs: I believe the United Way issued a paper reviewing the major
national programs - and which will provide an important, non-academic
credential for adults. In the next few years, the development and marketing
of these credentials will be in place, and, I believe, they will become
viable, important credentials for many of our learners.

  Howard D.

  RIRAL, Rhode Island

----------------------------------------------------------------------------
--

  From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Tyler, John
  Sent: Thursday, August 02, 2007 8:33 AM
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 478] Re: What should GED programs do?

  I am interested in a topic raised by Steve Gerard, which is that of adult
education credentialing programs that are alternatives to the GED program.
In particular, I'm interested in programs that bring adult learners back to
receive a regular high school diploma. It seems like the Vermont Adult
Diploma Program and the new High School Completion program that Steve
mentions in Vermont may be such programs (though I'm not absolutely clear on
this). My sense is while there may be many individual programs across the
nation with the purpose of moving adult learners to a regular high school
diploma, the number of individuals served by such programs is very small.
For those of you in the field, are these two perceptions correct (lots of
programs, relatively few served), and does anyone know of any systematic
efforts to put hard numbers behind these questions, particularly the number
of individuals in such programs., either at the state level or even in some
metropolitan area. I would like to be able to bring some hard numbers to
this question.

----------------------------------------------------------------------------
--

  From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Steve Gerard
  Sent: Wednesday, August 01, 2007 4:53 PM
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 469] Re: What should GED programs do?

  David et al;

  I appreciate the thoughtful discussion. It has been helpful. I think it is
hard to identify consistent policies for GED since it fits into our
differing systems in different ways.

  In Vermont, those without a high school diploma have three options: the
GED, The Vermont Adult Diploma Program and new High School Completion
program (for those under age 22). Students come to us from a variety of
sources, but usually with a specific credential program clearly in mind as
their solution. We are discussing how we ensure that, regardless of 'door'
through which a student enters our system, every student is presented all
three options and is engaged in a discussion about his/her current skills
and longer term goals.

  The challenge for our typical GED students is that they often see the GED
as a quick fix and resist our efforts to ensure that their fix really
addresses their need. Since a 'quick' GED may actually address their
short-term needs (improving short-term employability, entry into another
program), our attempts to focus on skill (human capital) development, seem
like another roadblock.

  I don't want to block a student's attempt to get a credential, but I think
it important to be clear that my goal is not to help more students get GED's
(or any other credential). My goal is to help students learn to make
well-informed educational decisions and to help them achieve their goals.

  It seems like we should first be focusing on EFF skills of Reflect and
Evaluate, Take Responsibility for Learning and Plan, and then focusing on
the academic skills of the GED (either testing or teaching). I'd like it to
not be an either/or choice, but that's another topic.

  This has been helpful in clarifying more clearly what one actually gets
with a GED. Thanks,

  Steve Gerard
  Director of Program Development and Assessment
  Vermont Adult learning
  60 S. Main St
  Waterbury, VT 05676
  (802) 244-0634  x102

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

  From: "David J. Rosen" <djrosen at comcast.net>

  To: <specialtopics at nifl.gov>

  Sent: Wednesday, August 01, 2007 10:58 AM

  Subject: [SpecialTopics 465] What should GED programs do?

  > GED Discussion Colleagues,
  >
  > If you have been following along last week and this, you know that
  > the news about earnings gains for GED students is not encouraging,
  > that unless GED graduates go on to post-secondary education and
  > complete a post-secondary certificate or a degree, that their GED
  > attainment may not lift them out of poverty.  Of course, the good
  > news is if they complete a four-year undergraduate degree their
  > earnings gains, as a group, do not differ from 4-year degree holders
  > who have high school diplomas.
  >
  > At this point in our discussion, with three days left, I hope some of
  > you who have been thinking about this problem might offer solutions.
  > Should every GED program provide students with this information (for
  > example through the Beyond the GED lessons developed by Fass, Garner
  > and Barry?) Should GED programs change their curriculum to include
  > college preparation? Should they offer separate college preparation/
  > transition programs for GED graduates who want to go on for post-
  > secondary education? Is there something else that they should do, or
  > is it okay to continue with the status quo?
  >
  > This is a chance for everyone to chime in.  What do you think GED
  > programs should do? What should policy makers do? What should GED
  > students do?
  >
  > Send your thoughts to specialtopics at nifl.gov
  >
  > If you have just joined the discussion, you can catch up by looking
  > at the archives,
  >
  > http://www.nifl.gov/pipermail/specialtopics/2007/date.html
  >
  > beginning with posting 447.
  >
  > David J. Rosen
  > Special Topics Discussion Moderator
  > djrosen at comcast.net
  >
  >
  >
  >
  >
  > -------------------------------
  > National Institute for Literacy
  > Special Topics mailing list
  > SpecialTopics at nifl.gov
  > To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
  > Email delivered to sgerard at vtadultlearning.org
  >
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From shane.dickey at sinclair.edu  Thu Aug  2 09:56:26 2007
From: shane.dickey at sinclair.edu (Dickey, Shane)
Date: Thu, 2 Aug 2007 09:56:26 -0400
Subject: [SpecialTopics 484] Re: Two days left for GED outcomes discussion
In-Reply-To: <64C499F9-D7F5-4779-A71F-71CAD8BA4FCB@comcast.net>
References: <64C499F9-D7F5-4779-A71F-71CAD8BA4FCB@comcast.net>
Message-ID: <0FDC65F3A8935943A4CA61D2D7CE6034FFB9EF@SPRUCE.scc-nt.sinclair.edu>

David,

This discussion has been interesting and at times, enlightening. When it
concludes, will it be archived, and if so, where? I'd like to pass it
along to some colleagues.

Many thanks,

Shane Dickey
Project READ
Sinclair Community College 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Thursday, August 02, 2007 7:28 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 472] Two days left for GED outcomes discussion

Special Topics Discussion List Colleagues,

Today and tomorrow will be the last chance for questions and comments
for Dr. John Tyler and Sara Fass. The discussion ends after tomorrow.  
You are welcome to continue to post comments on any post, of course, and
to add new ideas -- today and tomorrow.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to shane.dickey at sinclair.edu

From tcqmom at comcast.net  Thu Aug  2 10:16:18 2007
From: tcqmom at comcast.net (tcqmom at comcast.net)
Date: Thu, 02 Aug 2007 14:16:18 +0000
Subject: [SpecialTopics 485] Re: Two days left for GED outcomes discussion
Message-ID: <080220071416.14482.46B1E7320005AD9C0000389222165548860301039E0C9B@comcast.net>

I have never taught GED Preparation, but I do remember a presentation from an adult and community education workshop quite a few years ago.  The speaker said that she tells her GED students that passing the GED opens a closed door but they have to prepare themselves to move through the door.  The first thing she has them consider is how they appear to the world on the other side of the door when the door is opened.  They discuss dress, hair, posture, body language, spoken language and other things that I don't remember specifically.  During their GED class they evaluate themselves often in these areas.  Every class they ask, how am I going to look when the door is open?  Do I want to appear the way I do today?  She asks them to consider what kind of workers companies want.  Workers that show up on time or straggle in?  Workers who show respect for themselves and others or workers who blow others off?  Workers that try to meet a high mark or workers that do the minimum?  While they 
are in their GED class, she asks them to consider what kind of "workers" they are in the class. Do they come on time ready to work? Do they show respect for themselves and others? Are they aiming for a high mark?  She also asks them to consider  which paths they want to take when they go through the door.  work? military? training? family? college?  She asks them to consider what they need to prepare for those paths.  Am I getting ready to do what I want?  She clearly had them thinking beyond the GED even while they were preparing for it.   I didn't think too much about GED at the time, but I did think her ideas were useful for my adult ed ESL students.  As I've read the postings in this discussion, I thought back on her presentation and just wish I'd taken (or kept) notes.  
Kathryn Quinn
 -------------- Original message ----------------------
From: "Sandy Scanlon" <sdscanlon at adelphia.net>
> Dear All,
> My question is, "How can programs "effectively" market the understanding of 
> economic limits of obtaining the GED and then focus our learners sites on 
> career path and required post secondary education?"  Many adults who enter 
> our program are mioptically focused on "passing the GED" and have no thought 
> on what comes next or even more importantly "why" they should plan.   These 
> adults are the hardest to reach.
> Sandy Scanlon
> Community College of Allegheny County
> 
> ----- Original Message ----- 
> From: "David J. Rosen" <djrosen at comcast.net>
> To: <specialtopics at nifl.gov>
> Sent: Thursday, August 02, 2007 7:27 AM
> Subject: [SpecialTopics 472] Two days left for GED outcomes discussion
> 
> 
> > Special Topics Discussion List Colleagues,
> >
> > Today and tomorrow will be the last chance for questions and comments
> > for Dr. John Tyler and Sara Fass. The discussion ends after tomorrow.
> > You are welcome to continue to post comments on any post, of course,
> > and to add new ideas -- today and tomorrow.
> >
> > David J. Rosen
> > Special Topics Discussion Moderator
> > djrosen at comcast.net
> >
> >
> >
> > -------------------------------
> > National Institute for Literacy
> > Special Topics mailing list
> > SpecialTopics at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > Email delivered to sdscanlon at adelphia.net
> > 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to tcqmom at comcast.net

From djrosen at comcast.net  Thu Aug  2 10:44:01 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 2 Aug 2007 10:44:01 -0400
Subject: [SpecialTopics 486]  GED outcomes discussion archive
In-Reply-To: <0FDC65F3A8935943A4CA61D2D7CE6034FFB9EF@SPRUCE.scc-nt.sinclair.edu>
References: <64C499F9-D7F5-4779-A71F-71CAD8BA4FCB@comcast.net>
	<0FDC65F3A8935943A4CA61D2D7CE6034FFB9EF@SPRUCE.scc-nt.sinclair.edu>
Message-ID: <B8787427-434E-4A08-B357-A55B14A88BD7@comcast.net>

Shane and others,

This discussion -- with other Special Topics  discussions -- is  
archived at

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

The whole discussion will also be archived in an easier-to-read  
format on the Adult Literacy Education Wiki.  I will post a message  
to this list with the address when it is ready.

Thanks for asking.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

On Aug 2, 2007, at 9:56 AM, Dickey, Shane wrote:

> David,
>
> This discussion has been interesting and at times, enlightening.  
> When it
> concludes, will it be archived, and if so, where? I'd like to pass it
> along to some colleagues.
>
> Many thanks,
>
> Shane Dickey
> Project READ
> Sinclair Community College

From Susan.Pierson at ct.gov  Thu Aug  2 15:02:56 2007
From: Susan.Pierson at ct.gov (Pierson, Susan)
Date: Thu, 2 Aug 2007 15:02:56 -0400
Subject: [SpecialTopics 487] Re: What should GED programs do?
In-Reply-To: <MHEMKJNHLDIEMGGCCKCCIEKMDHAA.Kgotthardt@comcast.net>
Message-ID: <200708021505171.SM03068@doit-mstwmms1>

The National External Diploma Program (NEDP) is a non-instructional
program.  There is pre-screening before a student enters the diagnostic
phase.  The diagnostic phase determines if a person can perform the
tasks in the assessment phase. They are given learning recommendations
to help get them "up to speed" for the assessment phase which consists
of the competencies which must be demonstrated to earn a high school
diploma.  When they are in assessment, they are given several
opportunities to demonstrate the competencies to 100% mastery.  They can
get help wherever they like.  Many times they go back to their ABE
teachers for help, but many times their own families, friends help them.
In Connecticut, our completion rate has consistently been 75-80%.  
Because the students tend to be older, more mature adults, they are
industrious, resourceful and committed to completing.

Susan Pierson 
Associate Education Consultant 
Bureau of Health/Nutrition, Family Services & Adult Education
State Department of Education 
25 Industrial Park Road 
Middletown, CT 06457  
Telephone:860-807-2121
Fax: 860-807-2062
Email: susan.pierson at ct.gov

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Katherine G
Sent: Thursday, August 02, 2007 9:35 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 483] Re: What should GED programs do?

Howard, I am in a bout of asking questions this morning, so I will
address this one to you.  : )
 
My understanding is that the National External Diploma Program teachers
are not allowed to actually instruct students, that they can provide
resources, but that one-on-one tutoring cannot take place.  Can you
clarify how this program works?  And if it is true that teachers can
only facilitate and direct, how many students actually have the
wherewithal to use those resources and complete the program?
 
If I am way off the mark, please let me know.  
 
 -----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Howard Dooley
Sent: Thursday, August 02, 2007 9:20 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 481] Re: What should GED programs do?

	The National External Diploma Program (EDP) is one such program.
It is a competency-based, performance assessment for adults. It has been
available in many if not most states for, oh, 20 years or more. You
could contact CASAS, which has now assumed management of the program, to
obtain "hard numbers". I'm sure other state and program staffs could
assist you: I know that CT, MD, and NY extensively use the program. RI
has a fledgling program, and we are finding it a useful and viable
alternative to the GED, particularly for adult ESOL learners. I know
that some states have not found it as helpful, and the program is in the
midst of a major review, to ensure that it meets the needs of adult in
the new century, while meeting the new high school standards being
developed in the various states.

	 

	You might also consider work credentials which are under
development by states and nationally - there's the CASAS, the EFF and
the Work Keys programs: I believe the United Way issued a paper
reviewing the major national programs - and which will provide an
important, non-academic credential for adults. In the next few years,
the development and marketing of these credentials will be in place,
and, I believe, they will become viable, important credentials for many
of our learners.

	 

	Howard D.

	RIRAL, Rhode Island

	 

	
________________________________

	From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Tyler, John
	Sent: Thursday, August 02, 2007 8:33 AM
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 478] Re: What should GED programs do?

	 

	I am interested in a topic raised by Steve Gerard, which is that
of adult education credentialing programs that are alternatives to the
GED program. In particular, I'm interested in programs that bring adult
learners back to receive a regular high school diploma. It seems like
the Vermont Adult Diploma Program and the new High School Completion
program that Steve mentions in Vermont may be such programs (though I'm
not absolutely clear on this). My sense is while there may be many
individual programs across the nation with the purpose of moving adult
learners to a regular high school diploma, the number of individuals
served by such programs is very small. For those of you in the field,
are these two perceptions correct (lots of programs, relatively few
served), and does anyone know of any systematic efforts to put hard
numbers behind these questions, particularly the number of individuals
in such programs., either at the state level or even in some
metropolitan area. I would like to be able to bring some hard numbers to
this question.

	 

	
________________________________

	From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Steve Gerard
	Sent: Wednesday, August 01, 2007 4:53 PM
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 469] Re: What should GED programs do?

	David et al;

	I appreciate the thoughtful discussion. It has been helpful. I
think it is hard to identify consistent policies for GED since it fits
into our differing systems in different ways. 

	 

	In Vermont, those without a high school diploma have three
options: the GED, The Vermont Adult Diploma Program and new High School
Completion program (for those under age 22). Students come to us from a
variety of sources, but usually with a specific credential program
clearly in mind as their solution. We are discussing how we ensure that,
regardless of 'door' through which a student enters our system, every
student is presented all three options and is engaged in a discussion
about his/her current skills and longer term goals. 

	 

	The challenge for our typical GED students is that they often
see the GED as a quick fix and resist our efforts to ensure that their
fix really addresses their need. Since a 'quick' GED may actually
address their short-term needs (improving short-term employability,
entry into another program), our attempts to focus on skill (human
capital) development, seem like another roadblock.

	 

	I don't want to block a student's attempt to get a credential,
but I think it important to be clear that my goal is not to help more
students get GED's (or any other credential). My goal is to help
students learn to make well-informed educational decisions and to help
them achieve their goals.

	 

	It seems like we should first be focusing on EFF skills of
Reflect and Evaluate, Take Responsibility for Learning and Plan, and
then focusing on the academic skills of the GED (either testing or
teaching). I'd like it to not be an either/or choice, but that's another
topic.

	 

	This has been helpful in clarifying more clearly what one
actually gets with a GED. Thanks,

	 

	Steve Gerard
	Director of Program Development and Assessment
	Vermont Adult learning
	60 S. Main St
	Waterbury, VT 05676
	(802) 244-0634  x102

	 

	 

	  

	 

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

	From: "David J. Rosen" <djrosen at comcast.net
<mailto:djrosen at comcast.net> >

	To: <specialtopics at nifl.gov <mailto:specialtopics at nifl.gov> >

	Sent: Wednesday, August 01, 2007 10:58 AM

	Subject: [SpecialTopics 465] What should GED programs do?

	 

	> GED Discussion Colleagues,
	> 
	> If you have been following along last week and this, you know
that  
	> the news about earnings gains for GED students is not
encouraging,  
	> that unless GED graduates go on to post-secondary education
and  
	> complete a post-secondary certificate or a degree, that their
GED  
	> attainment may not lift them out of poverty.  Of course, the
good  
	> news is if they complete a four-year undergraduate degree
their  
	> earnings gains, as a group, do not differ from 4-year degree
holders  
	> who have high school diplomas.
	> 
	> At this point in our discussion, with three days left, I hope
some of  
	> you who have been thinking about this problem might offer
solutions.   
	> Should every GED program provide students with this
information (for  
	> example through the Beyond the GED lessons developed by Fass,
Garner  
	> and Barry?) Should GED programs change their curriculum to
include  
	> college preparation? Should they offer separate college
preparation/ 
	> transition programs for GED graduates who want to go on for
post- 
	> secondary education? Is there something else that they should
do, or  
	> is it okay to continue with the status quo?
	> 
	> This is a chance for everyone to chime in.  What do you think
GED  
	> programs should do? What should policy makers do? What should
GED  
	> students do?
	> 
	> Send your thoughts to specialtopics at nifl.gov
<mailto:specialtopics at nifl.gov> 
	> 
	> If you have just joined the discussion, you can catch up by
looking  
	> at the archives,
	> 
	> http://www.nifl.gov/pipermail/specialtopics/2007/date.html
<http://www.nifl.gov/pipermail/specialtopics/2007/date.html> 
	> 
	> beginning with posting 447.
	> 
	> David J. Rosen
	> Special Topics Discussion Moderator
	> djrosen at comcast.net <mailto:djrosen at comcast.net> 
	> 
	> 
	> 
	> 
	> 
	> -------------------------------
	> National Institute for Literacy
	> Special Topics mailing list
	> SpecialTopics at nifl.gov <mailto:SpecialTopics at nifl.gov> 
	> To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/SpecialTopics
<http://www.nifl.gov/mailman/listinfo/SpecialTopics> 
	> Email delivered to sgerard at vtadultlearning.org
<mailto:sgerard at vtadultlearning.org> 
	> 

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From djrosen at comcast.net  Thu Aug  2 17:25:03 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 2 Aug 2007 17:25:03 -0400
Subject: [SpecialTopics 488]  What should GED programs do?
Message-ID: <6D3A937B-0E82-426B-807C-F0114B488CFA@comcast.net>

This message is posted for Teresa Lax.

From: "Lax, Teresa" <Teresa.Lax at azed.gov>
Date: August 2, 2007 5:17:56 PM EDT
Subject: What should GED programs do?

Arizona began three pilots this year to completely "reframe" our  
Adult Secondary Education delivery system with the goal to help  
students understand that the GED, rather than being the end goal, is  
really the starting point for the ASE student . This rethinking of  
the student/GED candidate is not only a significant perceptual shift  
but its practical application will impact the entire ASE delivery  
system in Arizona.

Our pilots are developing an infrastructure that supports the student  
in attaining his GED credential as a means to move forward in post- 
secondary education, vocational education, and the workforce. They  
are focusing on building collaborations between agencies and programs  
to serve the student - even if that means referral to other programs  
- a standardized orientation and intake process, and comprehensive  
transition and follow-up processes.

An intensive orientation and intake process is the foundation of the  
Reframing. Pilots are focusing on developing a 12-hour orientation  
that will fully address the student's lifetime goals and needs rather  
than focusing only on immediate goals. Transition services to post- 
secondary education, the workplace or other agencies will be  
comprehensive and include expanded follow-up to enable the student to  
stay on track and not stop at the GED. Eventually all GED candidates  
will go through this orientation before they can test including those  
candidates who now go to test directly rather than go through an  
adult education program.

Our goal is to expand our involvement with our students past the GED  
credential to post-secondary education and/or workforce development  
so that the students who come through our programs are better  
equipped to improve their economic and social status through life- 
long learning.

Teresa M. Lax
Management Analyst
Adult Education Services
1535 W. Jefferson, "26"
Phoenix, AZ 85007
Phone: 602.258.2410
Fax: 602.258.4497

From agopalakrishnan at yahoo.com  Thu Aug  2 21:23:13 2007
From: agopalakrishnan at yahoo.com (Ajit Gopalakrishnan)
Date: Thu, 2 Aug 2007 18:23:13 -0700 (PDT)
Subject: [SpecialTopics 489] Re: What should GED programs do?
In-Reply-To: <1A97D3D73A03FC419D87967D3CE4760C05EE1FFF@MAIL1.AD.Brown.Edu>
Message-ID: <333298.9861.qm@web30701.mail.mud.yahoo.com>

Dr. Tyler and others,

Learners in Connecticut, like those in VT, have three
options to earn their high school diploma:

(i) The Adult High School Credit Diploma Program;
(ii) The National External Diploma Program; and
(iii) The GED.

The AHSCD is a prescribed plan of study where learners
earn academic and elective credits toward a high
school diploma. This program typically enrolls the
younger learner (16 - 21 years of age) though older
learners are also enrolled.

Susan has already described the NEDP which typically
serves the older learner.
 
Connecticut data over the past 5-6 years reveal that
among older learners (those over 21 years of age),
about 65% are enrolled in the GED preparation program,
30% in the AHSCD and about 5% in the NEDP. Please see
the story of one of those older graduates from the
AHSCD program
http://www.telegram.com/article/20070722/NEWS/707220508/1007/NEWS05.

I recently conducted an informal review of different
state adult education Web sites for a paper I am
working on. It seems that in almost half the states,
the only secondary completion option available is the
GED.

So, in terms of your perception that the number of
students in non-GED psecondary completion programs is
"very small", I would say that it is not completely
accurate for Connecticut as a state. It may be
accurate however within a local program, or in other
states, or for our country as a whole.

Are you interested in anything particular with regard
to these non-GED secondary completion options?

Ajit

Ajit Gopalakrishnan
CT

--- "Tyler, John" <John_Tyler at brown.edu> wrote:

> I am interested in a topic raised by Steve Gerard,
> which is that of
> adult education credentialing programs that are
> alternatives to the GED
> program. In particular, I'm interested in programs
> that bring adult
> learners back to receive a regular high school
> diploma. It seems like
> the Vermont Adult Diploma Program and the new High
> School Completion
> program that Steve mentions in Vermont may be such
> programs (though I'm
> not absolutely clear on this). My sense is while
> there may be many
> individual programs across the nation with the
> purpose of moving adult
> learners to a regular high school diploma, the
> number of individuals
> served by such programs is very small. For those of
> you in the field,
> are these two perceptions correct (lots of programs,
> relatively few
> served), and does anyone know of any systematic
> efforts to put hard
> numbers behind these questions, particularly the
> number of individuals
> in such programs., either at the state level or even
> in some
> metropolitan area. I would like to be able to bring
> some hard numbers to
> this question.
> 
> ________________________________
> 
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of
> Steve Gerard
> Sent: Wednesday, August 01, 2007 4:53 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 469] Re: What should GED
> programs do?
> 
> 
> David et al;
> I appreciate the thoughtful discussion. It has been
> helpful. I think it
> is hard to identify consistent policies for GED
> since it fits into our
> differing systems in different ways. 
>  
> In Vermont, those without a high school diploma have
> three options: the
> GED, The Vermont Adult Diploma Program and new High
> School Completion
> program (for those under age 22). Students come to
> us from a variety of
> sources, but usually with a specific credential
> program clearly in mind
> as their solution. We are discussing how we ensure
> that, regardless of
> 'door' through which a student enters our system,
> every student is
> presented all three options and is engaged in a
> discussion about his/her
> current skills and longer term goals. 
>  
> The challenge for our typical GED students is that
> they often see the
> GED as a quick fix and resist our efforts to ensure
> that their fix
> really addresses their need. Since a 'quick' GED may
> actually address
> their short-term needs (improving short-term
> employability, entry into
> another program), our attempts to focus on skill
> (human capital)
> development, seem like another roadblock.
>  
> I don't want to block a student's attempt to get a
> credential, but I
> think it important to be clear that my goal is not
> to help more students
> get GED's (or any other credential). My goal is to
> help students learn
> to make well-informed educational decisions and to
> help them achieve
> their goals.
>  
> It seems like we should first be focusing on EFF
> skills of Reflect and
> Evaluate, Take Responsibility for Learning and Plan,
> and then focusing
> on the academic skills of the GED (either testing or
> teaching). I'd like
> it to not be an either/or choice, but that's another
> topic.
>  
> This has been helpful in clarifying more clearly
> what one actually gets
> with a GED. Thanks,
>  
> Steve Gerard
> Director of Program Development and Assessment
> Vermont Adult learning
> 60 S. Main St
> Waterbury, VT 05676
> (802) 244-0634  x102
>  
>  
>   
>  
> ----- Original Message ----- 
> From: "David J. Rosen" <djrosen at comcast.net
> <mailto:djrosen at comcast.net>
> >
> To: <specialtopics at nifl.gov
> <mailto:specialtopics at nifl.gov> >
> Sent: Wednesday, August 01, 2007 10:58 AM
> Subject: [SpecialTopics 465] What should GED
> programs do?
> 
> 
> > GED Discussion Colleagues,
> > 
> > If you have been following along last week and
> this, you know that  
> > the news about earnings gains for GED students is
> not encouraging,  
> > that unless GED graduates go on to post-secondary
> education and  
> > complete a post-secondary certificate or a degree,
> that their GED  
> > attainment may not lift them out of poverty.  Of
> course, the good  
> > news is if they complete a four-year undergraduate
> degree their  
> > earnings gains, as a group, do not differ from
> 4-year degree holders  
> > who have high school diplomas.
> > 
> > At this point in our discussion, with three days
> left, I hope some of
> 
> > you who have been thinking about this problem
> might offer solutions.
> 
> > Should every GED program provide students with
> this information (for  
> > example through the Beyond the GED lessons
> developed by Fass, Garner  
> > and Barry?) Should GED programs change their
> curriculum to include  
> > college preparation? Should they offer separate
> college preparation/ 
> > transition programs for GED graduates who want to
> go on for post- 
> > secondary education? Is there something else that
> they should do, or  
> > is it okay to continue with the status quo?
> > 
> > This is a chance for everyone to chime in.  What
> do you think GED  
> > programs should do? What should policy makers do?
> What should GED  
> > students do?
> > 
> > Send your thoughts to specialtopics at nifl.gov
> <mailto:specialtopics at nifl.gov> 
> > 
> > If you have just joined the discussion, you can
> catch up by looking  
> > at the archives,
> > 
> >
>
http://www.nifl.gov/pipermail/specialtopics/2007/date.html
>
<http://www.nifl.gov/pipermail/specialtopics/2007/date.html>
> 
> > 
> > beginning with posting 447.
> > 
> > David J. Rosen
> > Special Topics Discussion Moderator
> > djrosen at comcast.net <mailto:djrosen at comcast.net> 
> > 
> > 
> > 
> > 
> > 
> > -------------------------------
> > National Institute for Literacy
> > Special Topics mailing list
> > SpecialTopics at nifl.gov
> <mailto:SpecialTopics at nifl.gov> 
> > To unsubscribe or change your subscription
> settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> <http://www.nifl.gov/mailman/listinfo/SpecialTopics>
> 
> > Email delivered to sgerard at vtadultlearning.org
> <mailto:sgerard at vtadultlearning.org> 
> > 
> > -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings,
> please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to agopalakrishnan at yahoo.com

       
____________________________________________________________________________________Ready for the edge of your seat? 
Check out tonight's top picks on Yahoo! TV. 
http://tv.yahoo.com/

From sarafass at hotmail.com  Thu Aug  2 22:21:36 2007
From: sarafass at hotmail.com (Sara Fass)
Date: Thu, 02 Aug 2007 22:21:36 -0400
Subject: [SpecialTopics 490] Re: Two days left for GED outcomes discussion
In-Reply-To: <64C499F9-D7F5-4779-A71F-71CAD8BA4FCB@comcast.net>
Message-ID: <BAY111-F21B5D7B73DB10186F8626CC9EA0@phx.gbl>

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From Kgotthardt at comcast.net  Fri Aug  3 09:24:08 2007
From: Kgotthardt at comcast.net (Katherine G)
Date: Fri, 3 Aug 2007 09:24:08 -0400
Subject: [SpecialTopics 491]   Why Attending Proprietary Schools, Enabling,
	and Online Programs
Message-ID: <MHEMKJNHLDIEMGGCCKCCIELFDHAA.Kgotthardt@comcast.net>

I'd like to respond to the question of whether or not GED prep teachers are
enabling students who enroll in their programs.  (I'm sorry...I can't locate
the particular post at the moment.  If you asked the question and are
reading this, perhaps you could comment.)

Ethically, I think there is something to be said about working in a system
as it is being improved.  I've worked in systems like these in both the
private and public sectors, non-profit and for-profit, live and online. The
sectors have included adult learners, ESOL students, and high-school
drop-outs.

There is a range of programmatic transition affecting seekers and holders of
the GED, and some impact students more than others.

What I am getting from this discussion is that students pursuing the GED:

1.  Require one-on-one time, dedication, and instruction;
2.  Require more instruction and assistance in transitioning to
postsecondary education;
3.  Require follow-up support after obtaining the GED and beginning to work
at long-term goals.

Some programs that support these needs are already in place, and others
require further development.  For example, when teaching the GED prep
course, I used a highly structured curriculum that did not allow much time
for discussion of transitioning, long-term goal setting, or anything other
than passing the test.  Now, some students did pass the test.  They were
high level students with already set goals and skills to get them past this
first step.  But some others did not pass the test.  Was I enabling them?
Possibly.  Did they have other options at the time?  Yes.  Did they leave
the class better prepared than they were before they entered?  Yes.  Did
they leave the class having lost anything?  No (unless they paid the nominal
fee and just never showed up, and even then, they might have lost only
$75.00 or so).

The same cannot be said for vocational programs that charge high tuition and
may offer no further benefits to high school drop-outs than what low-cost
programs offer.  As we discussed, some of these programs can be found in
publicly held, proprietary schools in which Dr. Tyler points out are filled
with students holding the GED; there may be no measurable effect on high
school drop-outs'  earnings when they attend these schools.  This brings me
round to a previous discussion from NIFL on online assessment.
(http://www.nifl.gov/pipermail/assessment/2007/date.html)

Having taught online for about five years, much of it contract, I have
worked with a range of programs, including those from publicly held,
proprietary schools. When I say "publicly held," I mean these schools are
run by corporations.  They are traded on the stock market. They have a Board
of Directors. Employees and outsiders buy stocks.  In my opinion, these
schools did great injustice to high school drop-outs.

One publicly held IT school charging high tuition seemed to have changed its
curriculum for some students, mid program.  Students expecting to receive
live education were suddenly required to complete general education courses,
including writing, online.  They were ill prepared to do so.

Students who enter career schools usually do so because typical
postsecondary routes of education either appear unattainable to them or do
not fit their needs and goals.  These are highly auditory and/or kinesthetic
learners, often learning disabled, who would never opt to take an online
course unless required to do so.  In addition, not only did the online
program intrude on their selected majors, the technical environment itself
changed mid-program:  the school switched to a poorly developed software
that had so many limitations and bugs, neither teacher nor student could
succeed.  (For example, comments on quizzes, assignments, and essays were
limited to so many characters, leaving little room for feedback.)

The drop rate for these online classes was beyond belief. Students were
provided minimal live resources.  If a student was having a particular
problem understanding the material, my only option as an instructor was to
refer him or her to the dean who might or might not respond.  Most times,
the feedback I got from students was that the dean was too busy to set them
up with tutoring or further support.  The schools had high turnover over
faculty and administration.

Late submissions, many after the course ended, were the norm--meaning, of
course, I worked beyond my contract period and students who had already
received a final grade continued to submit work.  I was expected to grade
these and change the final grades; I did so for the sake of the students who
had been struggling with the IT issues. Other more serious ethical issues
came up continuously, plagiarism being a primary one. In addition, I was
asked to change a student's final grade after I submitted final grades to
the dean, without the student completing additional work.  What happened to
these students?  Surely, they ended up back in the pool that Dr. Tylor
describes, and they took out loans to do so.

If you look at blended and pure online models presented in the assessment
discussion, good online programs require screening to determine whether or
not a student is suited for online learning.  They provide constant support
(as we do weekly in PWC where we use Project Connect in conjunction with
live, weekly sessions), and they do not set students up for failure
financially or academically. There ARE such programs out there.  But I have
yet to see it in the publicly held sector.  Because of this, as I said
before, I am skeptical that publicly held, proprietary schools can provide
what students (and shareholders) need.  Perhaps some school will prove me
wrong, and this would be a boon for all.  In the meantime, however, there
are GED holders and high school drop-outs holding high debt, no meaningful
education, and impoverished futures.

Katherine Mercurio Gotthardt, Online ESOL Instructor

Prince William County Public Schools

Adult Education

P.O. Box 389

Manassas, VA 20108

work 703-791-8387

fax 703-791-8889

 -----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Katherine G
Sent: Sunday, July 29, 2007 7:49 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 462] Why Attending Proprietary Schools May Have
NoMeasurable Effect on High School Drop-outs' Earnings

  According to Dr. Tyler,
http://www.ncsall.net/fileadmin/resources/ann_rev/rall_v5_ch3.pdf  page 73:

  ?A final lesson from this study is that the one type of human capital

  investment in which a large percentage of male GED recipients
participated?

  off-the-job training?did not result in higher wages. Off-the-job

  training in the study is defined as government-sponsored training or
training

  provided by a proprietary school. Forty-one percent of the GED holders

  obtained some off-the-job training, and the median amount of training

  time for those who obtained any was 569 hours. However, this type of

  vocational training had no measurable effect on their wages.?

  Having worked the administrative and teaching ends in proprietary
education, I have witnessed some gross injustices to GED holders and high
school drop-outs who took out enormous loans to attend and ended up in worse
financial positions than when they started.  Their demise began right in
admissions, continued through financial aid, and too many times to count,
followed them through their classes, resulting in drop-outs or withdrawals,
lending credibility and possible further connections to Dr. Tyler?s
research.

  High school drop-outs holding not even the GED would come through
admissions and be asked to sign a waiver stating they realized they were
enrolling in a program but did not hold a GED.  These students then
proceeded to the financial aid department, where they were given usually a
mix of federal and private loans.  The private loans were typically high
interest, and some of them were directly through the school, funded through
the publicly traded parent company.  Apparently, this is common practice in
some states (see http://www.highered.nysed.gov/oris/forms/06-07/OEDS-06.doc
part 2, current enrollment).

  However, these same students were not provided remedial classes to ensure
their success.  When they dropped out or were withdrawn, they left still
owing the loans and now were unable to pay because they didn't have the
educational or work experiences they expected to obtain through their
programs.  Many were minorities from impoverished neighborhoods, struggling
students looking to climb out of their sad legacies. A high percentage were
on welfare and/or were disabled.

  The same was true for students who entered just with the GED, and these
were a majority of those admitted.  No remedial classes were offered, no
student services, no screening other than what admissions provided.  If
students were admitted with documented learning disabilities, the schools
did not have the resources available to accommodate them.  In addition to
learning disabilities, many students came in with mental and physical
disabilities, which the schools also were unable to accommodate.  (I worked
with one girl who was admitted when the school had nothing more than a
magnified computer screen to offer as an accommodation). Given the high
national statistic of adults with disabilities (see
http://www.ldonline.org/article/6014 ), and the number of welfare recipients
with disabilities, you can imagine schools like these were full of needy
students. (See  http://www.emsc.nysed.gov/workforce/welfare/wfroles.html for
a discussion of welfare recipients and disability rates)

  While it is true most students were required to pass an admissions test
prior to acceptance, there was evidence that some of these test scores were
tampered with or "bumped up" in order for admissions reps to meet their
quotas. Proprietary school admissions tests do permit students to repeat the
test, and so many students entered in this fashion, but what percentage
holding the GED would have to be obtained from the testing companies (for
example, the Wonderlic http://www.wonderlic.com/).  But it is unclear to me
if large percentages of students holding the GED can pass such standardized
admissions tests; as a teacher, it was obvious in the classroom that these
students lacked the necessary background knowledge to succeed without
remediation.

  Students with criminal records, even if they completed the GED and the
vocational program, had and have difficulty being placed into jobs. Most
students with a criminal record trying to work with the schools' placement
departments could not pass the background checks or security clearances,
requirements of many applicants in the high tech industry, an industry
dozens of proprietary/vocational schools cater to.

  When schools like these go out of business, too many students who enroll
after completing just the GED privately or through the criminal justice
system are left without certificates, degrees, or jobs. Additionally, since
they were not able to complete, they have minimal hands-on education and
still no professional or academic references.  Many become discouraged and
choose not to continue their education at all.  But these students still owe
on their loans, remain in low paying jobs or unemployed, and so cannot climb
out of their pasts and into brighter futures.

  Obviously, GED students transitioning to higher education require more
counseling and services than students who have successfully completed high
school.  And in the long run, issues like these, linked to issues in student
loans, affect the statistics being presented in Tyler?s report, discouraging
statistics that indicate students with GED?s don?t always succeed
financially, sometimes short-term, but often long-term as well.

  Some states, such as New York, have implemented stronger regulatory
measures including on-site supervision by the State Education Departments.
Pamphlets (see http://www.highered.nysed.gov/bpss/disclos.htm ) are given to
ensure students know how to file a complaint against a school.  I believe
these are more recent practices (see
http://insidehighered.com/news/2006/12/06/qt  ), and I am curious in the
long run how they will affect graduation and success rates for students who
came in holding a GED or less.  I also wonder if high-school drop-outs hold
the skills and wherewithal to initiate and follow through with such a
complaint.  I would think a neutral, third-party student advocate would also
have to be on site.

  Finally, when it comes to servicing GED holders and high school drop-outs,
I am not sure publicly held, proprietary schools can effectively provide
viable, cost effective classroom and experiential services for students AND
please their shareholders at the same time.  The push for admissions quotas
becomes too strong a temptation to admit students who require services that
a school with high tuition a tight budget cannot provide.  Administrators
become trapped between making budgets work and making Deans happy, many
times leaving teachers and students alike disgruntled.

  Katherine Mercurio Gotthardt, Online ESOL Instructor

  Prince William County Public Schools

  Adult Education

  P.O. Box 389

  Manassas, VA 20108

  work 703-791-8387

  fax 703-791-8889

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From John_Tyler at brown.edu  Fri Aug  3 09:42:52 2007
From: John_Tyler at brown.edu (Tyler, John)
Date: Fri, 3 Aug 2007 09:42:52 -0400
Subject: [SpecialTopics 492] Re: What should GED programs do?
In-Reply-To: <333298.9861.qm@web30701.mail.mud.yahoo.com>
Message-ID: <1A97D3D73A03FC419D87967D3CE4760C05EE2004@MAIL1.AD.Brown.Edu>

Ajit and others,
  Thanks for the information and insight on non-GED secondary completion
options. In regard to the query at the end of your email, Ajit, a part
of what I'm interested in is related to the web survey it seems like
you've conducted. Namely, what non-GED secondary completion options are
there out there, how extensive are they by state, and how many
individuals are served. I've been asked to write a paper for an upcoming
volume of the Future of Children out of Princeton, and this issue of
alternative routes to secondary completion will be one of the topics of
the paper. I'm interested in the data you've gathered on what the
different states are doing with alternative credentialing, and I'm also
interested in how Connecticut is tracking adult learners. I'll send you
a separate email on these topics as seems like we have some similar data
interests.
  Another issue in which I'm interested, and which you raise in your
post to the list, is the idea of how state education agencies view the
GED in terms of high school "completion." In your post you state that
"Learners in Connecticut, like those in VT, have three options to earn
their high school diploma..." and the GED is one of these options. This
language ("...earn their high school diploma") suggests that in
Connecticut an individual is counted as a high school graduate (i.e.,
has a high school "diploma") if they receive their GED. Is this, in
fact, the case? I believe that in some states it is the case, while in
other states GED holders are not officially counted as high school
graduates.
  I find this issue of how the GED is discussed and labeled to be pretty
interesting, and at the same time confusing, especially given the
research presented and discussed here this week. For example, as the
research I've presented shows, GED holders are not the labor market
equivalents of regular high school graduates, and they also have very
different postsecondary education outcomes relative to regular diploma
holders. Even so, the GED is still regarded as "equivalent" in an
official sense in some states, and I've even found on the U.S.
Department of Education website references to the "General Equivalency
Diploma," a misnomer one might expect from the lay public but not from
our national education department. To me, this kind of "mislabeling"
(given the research) speaks to the confusion that is still out there
about how "equivalent" is the GED relative to a diploma that signals
graduation from 12 years of schooling.
  An earlier post pointed out the fact that a straight comparison
(either on a labor market or a postsecondary education dimension)
between GED holders and regular high school graduates is not the most
relevant comparison. I couldn't agree more. People drop out of school
for all kinds of different reasons, many of which are out of the control
of the individual. The question we face as a society that historically
and institutionally believes in giving people second chances is, what is
the best way to serve individuals who have left school before
graduating? Probably the best answer to this is that there is no one
"best way." Different people have different needs and face different
constraints. Having said that, however, it seems that one important
lesson from the research, and from the discussion this week, is that we
have to be careful how we "sell" the GED to prospective candidates. For
some individuals it might be the credential they need for entry into a
union job, for others the credential they need for access to
postsecondary education. On the other hand, to the extent that a 16 or
17 year-old sees this as an easier route to a "high school diploma" than
the last year or two of high school, we (as a society) are probably
doing a disservice to sell the GED as an "equivalency diploma."
  The economist in me says that we would want every dropout, whether
they be 17 or 37, to enter a program that gives them the same human
capital building experience as they missed by dropping out of school.
Maybe we make this easier for them by having night school opportunities,
or rolling admissions, or provide child care, or whatever it takes.
Nevertheless, they still spend the time, work, and energy that they
would have spent in school studying an array of subjects. This type of
alternative but non-shortened high school experience would, in the
ideal, have the same human capital building capacities as they would
have received had they not dropped out of school.
  At the same time, I realize that some, maybe many, people are not
going to have the time or resources to "finish" their last one, two,
three, or more years of high school that they left behind when they
dropped out. (In this part of the discussion I'm also putting aside the
reality that for some individuals, their high school may be so bad that
even if they were to stay, there is very little learning and human
capital building that would take place.) So, it seems like in an ideal
world we would be offering a real equivalent second chance to
individuals who dropped out and who wanted to come back and continue
their path to high school graduation with a diploma. Then beyond this
there would be gradations of other options of lesser intensity in terms
of time and work for individuals who could not avail themselves of the
opportunity to finish high school. We would, however, make it clear to
individuals that "there is no free lunch." That if they chose or if life
circumstances forces them to take a shorter, less intensive route, the
outcomes will likely be different than if they "finished high school."
My less than perfect understanding is that at least in theory, this
differentiated approach to adult education is what many states either
have or are striving for. The concern that many researchers have, a
concern I've seen echoed in the postings this week by those of you in
the field, is that too many adult learners may be opting for the GED
instead of a program that looks more like a return to high school, and
that too many choose this option because the GED is seen as a quicker
and maybe easier route to a credential. Once the GED decision is made, a
second concern kicks in. Namely, that too many GED holders then see the
GED as a terminal education credential. So, it seems to me that there
are two pieces of information that we have to impart to GED candidates.
The first, much discussed this week, is that they need to think beyond
the GED...what will you be using this credential for? There is, however,
a prior piece of information not as extensively discussed this week that
should be imparted, and that is counseling about whether the GED or some
alternative, possibly more time consuming and intensive, route to a high
school diploma is the best option for a given individual.
  Finally a note on the idea of do we really want "all" GED holders
going to college and what would be the macroeconomic implications of
that. First, I absolutely agree with an earlier comment that not
everyone should necessarily go to college. The "returns to college" are
certainly not the same for everyone and the "returns" that we talk about
and that come from the research are the average returns across
everyone...some individuals have big returns to their years of college,
some have low returns to these extra years of education. The concern
that my research raises for me is that when I look at 8th graders who
are very similar on many observable dimensions, those who later drop out
and get a GED get much, much less postsecondary education than
observationally similar 8th graders who complete high school. On one
hand it may be that everyone is making exactly the right individual
decision about whether or not to go to college; all those GED holders
who do not go on to college are making the right decision because their
returns to the extra years of education would be very low. I'm
suspicious of this interpretation, however, given the 8th grade
similarity of these individuals to eventual high school graduates who,
on average, will go on to get much more postsecondary education. Another
interpretation of the data, that GED holders are, on average, getting
less than the optimal amount of postsecondary education makes more sense
to me, and hence the concern. (Notice that within this interpretation I
still leave room for the idea that for some GED holders, not going to
college is the right decision. I'm just saying that on average they
appear to get less than we would expect or want.)
  Regarding the macroeconomic impact of having more college educated
workers, even if we thought that the economy couldn't readily absorb
additional college educated workers, the logical outcome if that were
indeed the case would be that the college wage premium would drop
somewhat. That is, in a world where we start having "too many" college
graduates enter the workforce, they will still be making more than those
with only a high school diploma, its just that their earnings advantage
would be less than it was when college graduates constituted a smaller
portion of the workforce. Most observers don't feel that this scenario
fits the economic reality as the economy still shows signs of being able
to absorb additional percentages of college educated workers. Besides,
at the end of the day to whom do we want to give the message of "we need
college educated workers...just not you."

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Ajit Gopalakrishnan
Sent: Thursday, August 02, 2007 9:23 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 489] Re: What should GED programs do?

Dr. Tyler and others,

Learners in Connecticut, like those in VT, have three options to earn
their high school diploma:

(i) The Adult High School Credit Diploma Program;
(ii) The National External Diploma Program; and
(iii) The GED.

The AHSCD is a prescribed plan of study where learners earn academic and
elective credits toward a high school diploma. This program typically
enrolls the younger learner (16 - 21 years of age) though older learners
are also enrolled.

Susan has already described the NEDP which typically serves the older
learner.
 
Connecticut data over the past 5-6 years reveal that among older
learners (those over 21 years of age), about 65% are enrolled in the GED
preparation program, 30% in the AHSCD and about 5% in the NEDP. Please
see the story of one of those older graduates from the AHSCD program
http://www.telegram.com/article/20070722/NEWS/707220508/1007/NEWS05.

I recently conducted an informal review of different state adult
education Web sites for a paper I am working on. It seems that in almost
half the states, the only secondary completion option available is the
GED.

So, in terms of your perception that the number of students in non-GED
psecondary completion programs is "very small", I would say that it is
not completely accurate for Connecticut as a state. It may be accurate
however within a local program, or in other states, or for our country
as a whole.

Are you interested in anything particular with regard to these non-GED
secondary completion options?

Ajit

Ajit Gopalakrishnan
CT

--- "Tyler, John" <John_Tyler at brown.edu> wrote:

> I am interested in a topic raised by Steve Gerard, which is that of 
> adult education credentialing programs that are alternatives to the 
> GED program. In particular, I'm interested in programs that bring 
> adult learners back to receive a regular high school diploma. It seems

> like the Vermont Adult Diploma Program and the new High School 
> Completion program that Steve mentions in Vermont may be such programs

> (though I'm not absolutely clear on this). My sense is while there may

> be many individual programs across the nation with the purpose of 
> moving adult learners to a regular high school diploma, the number of 
> individuals served by such programs is very small. For those of you in

> the field, are these two perceptions correct (lots of programs, 
> relatively few served), and does anyone know of any systematic efforts

> to put hard numbers behind these questions, particularly the number of

> individuals in such programs., either at the state level or even in 
> some metropolitan area. I would like to be able to bring some hard 
> numbers to this question.
> 
> ________________________________
> 
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Steve Gerard
> Sent: Wednesday, August 01, 2007 4:53 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 469] Re: What should GED programs do?
> 
> 
> David et al;
> I appreciate the thoughtful discussion. It has been helpful. I think 
> it is hard to identify consistent policies for GED since it fits into 
> our differing systems in different ways.
>  
> In Vermont, those without a high school diploma have three options: 
> the GED, The Vermont Adult Diploma Program and new High School 
> Completion program (for those under age 22). Students come to us from 
> a variety of sources, but usually with a specific credential program 
> clearly in mind as their solution. We are discussing how we ensure 
> that, regardless of 'door' through which a student enters our system, 
> every student is presented all three options and is engaged in a 
> discussion about his/her current skills and longer term goals.
>  
> The challenge for our typical GED students is that they often see the 
> GED as a quick fix and resist our efforts to ensure that their fix 
> really addresses their need. Since a 'quick' GED may actually address 
> their short-term needs (improving short-term employability, entry into

> another program), our attempts to focus on skill (human capital) 
> development, seem like another roadblock.
>  
> I don't want to block a student's attempt to get a credential, but I 
> think it important to be clear that my goal is not to help more 
> students get GED's (or any other credential). My goal is to help 
> students learn to make well-informed educational decisions and to help

> them achieve their goals.
>  
> It seems like we should first be focusing on EFF skills of Reflect and

> Evaluate, Take Responsibility for Learning and Plan, and then focusing

> on the academic skills of the GED (either testing or teaching). I'd 
> like it to not be an either/or choice, but that's another topic.
>  
> This has been helpful in clarifying more clearly what one actually 
> gets with a GED. Thanks,
>  
> Steve Gerard
> Director of Program Development and Assessment Vermont Adult learning 
> 60 S. Main St Waterbury, VT 05676
> (802) 244-0634  x102
>  
>  
>   
>  
> ----- Original Message -----
> From: "David J. Rosen" <djrosen at comcast.net 
> <mailto:djrosen at comcast.net>
> >
> To: <specialtopics at nifl.gov
> <mailto:specialtopics at nifl.gov> >
> Sent: Wednesday, August 01, 2007 10:58 AM
> Subject: [SpecialTopics 465] What should GED programs do?
> 
> 
> > GED Discussion Colleagues,
> > 
> > If you have been following along last week and
> this, you know that
> > the news about earnings gains for GED students is
> not encouraging,
> > that unless GED graduates go on to post-secondary
> education and
> > complete a post-secondary certificate or a degree,
> that their GED
> > attainment may not lift them out of poverty.  Of
> course, the good
> > news is if they complete a four-year undergraduate
> degree their
> > earnings gains, as a group, do not differ from
> 4-year degree holders
> > who have high school diplomas.
> > 
> > At this point in our discussion, with three days
> left, I hope some of
> 
> > you who have been thinking about this problem
> might offer solutions.
> 
> > Should every GED program provide students with
> this information (for
> > example through the Beyond the GED lessons
> developed by Fass, Garner
> > and Barry?) Should GED programs change their
> curriculum to include
> > college preparation? Should they offer separate
> college preparation/
> > transition programs for GED graduates who want to
> go on for post-
> > secondary education? Is there something else that
> they should do, or
> > is it okay to continue with the status quo?
> > 
> > This is a chance for everyone to chime in.  What
> do you think GED
> > programs should do? What should policy makers do?
> What should GED
> > students do?
> > 
> > Send your thoughts to specialtopics at nifl.gov
> <mailto:specialtopics at nifl.gov>
> > 
> > If you have just joined the discussion, you can
> catch up by looking
> > at the archives,
> > 
> >
>
http://www.nifl.gov/pipermail/specialtopics/2007/date.html
>
<http://www.nifl.gov/pipermail/specialtopics/2007/date.html>
> 
> > 
> > beginning with posting 447.
> > 
> > David J. Rosen
> > Special Topics Discussion Moderator
> > djrosen at comcast.net <mailto:djrosen at comcast.net>
> > 
> > 
> > 
> > 
> > 
> > -------------------------------
> > National Institute for Literacy
> > Special Topics mailing list
> > SpecialTopics at nifl.gov
> <mailto:SpecialTopics at nifl.gov>
> > To unsubscribe or change your subscription
> settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> <http://www.nifl.gov/mailman/listinfo/SpecialTopics>
> 
> > Email delivered to sgerard at vtadultlearning.org
> <mailto:sgerard at vtadultlearning.org>
> > 
> > -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to agopalakrishnan at yahoo.com

       
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Email delivered to john_tyler at brown.edu

From JURMO at ucc.edu  Fri Aug  3 10:28:43 2007
From: JURMO at ucc.edu (JURMO at ucc.edu)
Date: Fri, 3 Aug 2007 10:28:43 -0400
Subject: [SpecialTopics 493] Re: What should GED programs do?
References: <1A97D3D73A03FC419D87967D3CE4760C05EE2004@MAIL1.AD.Brown.Edu>
Message-ID: <355865D6A500D84D960A0083B5FFF71F032A189E@crexc02.campus.ucc.edu>

A little piece of info to add to this discussion of secondary completion options:

In recent discussions with a foundation, it was pointed out that New Jersey youth (21 and under) who have dropped out of the K-12 system are eligible for approximately $16,000 in state school aid per year to enable them to complete high school.  The foundation was urging those adult ed programs that are now trying to deal with the large numbers of "dropouts" (who include kids being pushed out of school because their poor acacemic performance lowers their schools' test scores and/or because of disruptive behavior) should set up special alternative high school completion programs for these youth and make use of this tremendous financial resource (rather than just try to cram those kids into under-funded adult education programs that aren't particularly geared toward the special needs and interests of young people).  Such funding could allow these young people to get a real education and links to further educational, career, and other opportunities. 

I don't know if the same laws apply in other states, but his kind of funding might be a partial solution to getting the resources the field needs.  I know that this problem of how to serve out-of-school youth has been talked about in the adult ed field for some time (as if the field didn't already have enough on its plate trying to serve the huge numbers and diverse populations of adults seeking bsic educational opportunities). 

Paul Jurmo
Union County College
New Jersey

-----Original Message-----
From: specialtopics-bounces at nifl.gov on behalf of Tyler, John
Sent: Fri 8/3/2007 9:42 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 492] Re: What should GED programs do?
 
Ajit and others,
  Thanks for the information and insight on non-GED secondary completion
options. In regard to the query at the end of your email, Ajit, a part
of what I'm interested in is related to the web survey it seems like
you've conducted. Namely, what non-GED secondary completion options are
there out there, how extensive are they by state, and how many
individuals are served. I've been asked to write a paper for an upcoming
volume of the Future of Children out of Princeton, and this issue of
alternative routes to secondary completion will be one of the topics of
the paper. I'm interested in the data you've gathered on what the
different states are doing with alternative credentialing, and I'm also
interested in how Connecticut is tracking adult learners. I'll send you
a separate email on these topics as seems like we have some similar data
interests.
  Another issue in which I'm interested, and which you raise in your
post to the list, is the idea of how state education agencies view the
GED in terms of high school "completion." In your post you state that
"Learners in Connecticut, like those in VT, have three options to earn
their high school diploma..." and the GED is one of these options. This
language ("...earn their high school diploma") suggests that in
Connecticut an individual is counted as a high school graduate (i.e.,
has a high school "diploma") if they receive their GED. Is this, in
fact, the case? I believe that in some states it is the case, while in
other states GED holders are not officially counted as high school
graduates.
  I find this issue of how the GED is discussed and labeled to be pretty
interesting, and at the same time confusing, especially given the
research presented and discussed here this week. For example, as the
research I've presented shows, GED holders are not the labor market
equivalents of regular high school graduates, and they also have very
different postsecondary education outcomes relative to regular diploma
holders. Even so, the GED is still regarded as "equivalent" in an
official sense in some states, and I've even found on the U.S.
Department of Education website references to the "General Equivalency
Diploma," a misnomer one might expect from the lay public but not from
our national education department. To me, this kind of "mislabeling"
(given the research) speaks to the confusion that is still out there
about how "equivalent" is the GED relative to a diploma that signals
graduation from 12 years of schooling.
  An earlier post pointed out the fact that a straight comparison
(either on a labor market or a postsecondary education dimension)
between GED holders and regular high school graduates is not the most
relevant comparison. I couldn't agree more. People drop out of school
for all kinds of different reasons, many of which are out of the control
of the individual. The question we face as a society that historically
and institutionally believes in giving people second chances is, what is
the best way to serve individuals who have left school before
graduating? Probably the best answer to this is that there is no one
"best way." Different people have different needs and face different
constraints. Having said that, however, it seems that one important
lesson from the research, and from the discussion this week, is that we
have to be careful how we "sell" the GED to prospective candidates. For
some individuals it might be the credential they need for entry into a
union job, for others the credential they need for access to
postsecondary education. On the other hand, to the extent that a 16 or
17 year-old sees this as an easier route to a "high school diploma" than
the last year or two of high school, we (as a society) are probably
doing a disservice to sell the GED as an "equivalency diploma."
  The economist in me says that we would want every dropout, whether
they be 17 or 37, to enter a program that gives them the same human
capital building experience as they missed by dropping out of school.
Maybe we make this easier for them by having night school opportunities,
or rolling admissions, or provide child care, or whatever it takes.
Nevertheless, they still spend the time, work, and energy that they
would have spent in school studying an array of subjects. This type of
alternative but non-shortened high school experience would, in the
ideal, have the same human capital building capacities as they would
have received had they not dropped out of school.
  At the same time, I realize that some, maybe many, people are not
going to have the time or resources to "finish" their last one, two,
three, or more years of high school that they left behind when they
dropped out. (In this part of the discussion I'm also putting aside the
reality that for some individuals, their high school may be so bad that
even if they were to stay, there is very little learning and human
capital building that would take place.) So, it seems like in an ideal
world we would be offering a real equivalent second chance to
individuals who dropped out and who wanted to come back and continue
their path to high school graduation with a diploma. Then beyond this
there would be gradations of other options of lesser intensity in terms
of time and work for individuals who could not avail themselves of the
opportunity to finish high school. We would, however, make it clear to
individuals that "there is no free lunch." That if they chose or if life
circumstances forces them to take a shorter, less intensive route, the
outcomes will likely be different than if they "finished high school."
My less than perfect understanding is that at least in theory, this
differentiated approach to adult education is what many states either
have or are striving for. The concern that many researchers have, a
concern I've seen echoed in the postings this week by those of you in
the field, is that too many adult learners may be opting for the GED
instead of a program that looks more like a return to high school, and
that too many choose this option because the GED is seen as a quicker
and maybe easier route to a credential. Once the GED decision is made, a
second concern kicks in. Namely, that too many GED holders then see the
GED as a terminal education credential. So, it seems to me that there
are two pieces of information that we have to impart to GED candidates.
The first, much discussed this week, is that they need to think beyond
the GED...what will you be using this credential for? There is, however,
a prior piece of information not as extensively discussed this week that
should be imparted, and that is counseling about whether the GED or some
alternative, possibly more time consuming and intensive, route to a high
school diploma is the best option for a given individual.
  Finally a note on the idea of do we really want "all" GED holders
going to college and what would be the macroeconomic implications of
that. First, I absolutely agree with an earlier comment that not
everyone should necessarily go to college. The "returns to college" are
certainly not the same for everyone and the "returns" that we talk about
and that come from the research are the average returns across
everyone...some individuals have big returns to their years of college,
some have low returns to these extra years of education. The concern
that my research raises for me is that when I look at 8th graders who
are very similar on many observable dimensions, those who later drop out
and get a GED get much, much less postsecondary education than
observationally similar 8th graders who complete high school. On one
hand it may be that everyone is making exactly the right individual
decision about whether or not to go to college; all those GED holders
who do not go on to college are making the right decision because their
returns to the extra years of education would be very low. I'm
suspicious of this interpretation, however, given the 8th grade
similarity of these individuals to eventual high school graduates who,
on average, will go on to get much more postsecondary education. Another
interpretation of the data, that GED holders are, on average, getting
less than the optimal amount of postsecondary education makes more sense
to me, and hence the concern. (Notice that within this interpretation I
still leave room for the idea that for some GED holders, not going to
college is the right decision. I'm just saying that on average they
appear to get less than we would expect or want.)
  Regarding the macroeconomic impact of having more college educated
workers, even if we thought that the economy couldn't readily absorb
additional college educated workers, the logical outcome if that were
indeed the case would be that the college wage premium would drop
somewhat. That is, in a world where we start having "too many" college
graduates enter the workforce, they will still be making more than those
with only a high school diploma, its just that their earnings advantage
would be less than it was when college graduates constituted a smaller
portion of the workforce. Most observers don't feel that this scenario
fits the economic reality as the economy still shows signs of being able
to absorb additional percentages of college educated workers. Besides,
at the end of the day to whom do we want to give the message of "we need
college educated workers...just not you."

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Ajit Gopalakrishnan
Sent: Thursday, August 02, 2007 9:23 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 489] Re: What should GED programs do?

Dr. Tyler and others,

Learners in Connecticut, like those in VT, have three options to earn
their high school diploma:

(i) The Adult High School Credit Diploma Program;
(ii) The National External Diploma Program; and
(iii) The GED.

The AHSCD is a prescribed plan of study where learners earn academic and
elective credits toward a high school diploma. This program typically
enrolls the younger learner (16 - 21 years of age) though older learners
are also enrolled.

Susan has already described the NEDP which typically serves the older
learner.
 
Connecticut data over the past 5-6 years reveal that among older
learners (those over 21 years of age), about 65% are enrolled in the GED
preparation program, 30% in the AHSCD and about 5% in the NEDP. Please
see the story of one of those older graduates from the AHSCD program
http://www.telegram.com/article/20070722/NEWS/707220508/1007/NEWS05.

I recently conducted an informal review of different state adult
education Web sites for a paper I am working on. It seems that in almost
half the states, the only secondary completion option available is the
GED.

So, in terms of your perception that the number of students in non-GED
psecondary completion programs is "very small", I would say that it is
not completely accurate for Connecticut as a state. It may be accurate
however within a local program, or in other states, or for our country
as a whole.

Are you interested in anything particular with regard to these non-GED
secondary completion options?

Ajit

Ajit Gopalakrishnan
CT

--- "Tyler, John" <John_Tyler at brown.edu> wrote:

> I am interested in a topic raised by Steve Gerard, which is that of 
> adult education credentialing programs that are alternatives to the 
> GED program. In particular, I'm interested in programs that bring 
> adult learners back to receive a regular high school diploma. It seems

> like the Vermont Adult Diploma Program and the new High School 
> Completion program that Steve mentions in Vermont may be such programs

> (though I'm not absolutely clear on this). My sense is while there may

> be many individual programs across the nation with the purpose of 
> moving adult learners to a regular high school diploma, the number of 
> individuals served by such programs is very small. For those of you in

> the field, are these two perceptions correct (lots of programs, 
> relatively few served), and does anyone know of any systematic efforts

> to put hard numbers behind these questions, particularly the number of

> individuals in such programs., either at the state level or even in 
> some metropolitan area. I would like to be able to bring some hard 
> numbers to this question.
> 
> ________________________________
> 
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Steve Gerard
> Sent: Wednesday, August 01, 2007 4:53 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 469] Re: What should GED programs do?
> 
> 
> David et al;
> I appreciate the thoughtful discussion. It has been helpful. I think 
> it is hard to identify consistent policies for GED since it fits into 
> our differing systems in different ways.
>  
> In Vermont, those without a high school diploma have three options: 
> the GED, The Vermont Adult Diploma Program and new High School 
> Completion program (for those under age 22). Students come to us from 
> a variety of sources, but usually with a specific credential program 
> clearly in mind as their solution. We are discussing how we ensure 
> that, regardless of 'door' through which a student enters our system, 
> every student is presented all three options and is engaged in a 
> discussion about his/her current skills and longer term goals.
>  
> The challenge for our typical GED students is that they often see the 
> GED as a quick fix and resist our efforts to ensure that their fix 
> really addresses their need. Since a 'quick' GED may actually address 
> their short-term needs (improving short-term employability, entry into

> another program), our attempts to focus on skill (human capital) 
> development, seem like another roadblock.
>  
> I don't want to block a student's attempt to get a credential, but I 
> think it important to be clear that my goal is not to help more 
> students get GED's (or any other credential). My goal is to help 
> students learn to make well-informed educational decisions and to help

> them achieve their goals.
>  
> It seems like we should first be focusing on EFF skills of Reflect and

> Evaluate, Take Responsibility for Learning and Plan, and then focusing

> on the academic skills of the GED (either testing or teaching). I'd 
> like it to not be an either/or choice, but that's another topic.
>  
> This has been helpful in clarifying more clearly what one actually 
> gets with a GED. Thanks,
>  
> Steve Gerard
> Director of Program Development and Assessment Vermont Adult learning 
> 60 S. Main St Waterbury, VT 05676
> (802) 244-0634  x102
>  
>  
>   
>  
> ----- Original Message -----
> From: "David J. Rosen" <djrosen at comcast.net 
> <mailto:djrosen at comcast.net>
> >
> To: <specialtopics at nifl.gov
> <mailto:specialtopics at nifl.gov> >
> Sent: Wednesday, August 01, 2007 10:58 AM
> Subject: [SpecialTopics 465] What should GED programs do?
> 
> 
> > GED Discussion Colleagues,
> > 
> > If you have been following along last week and
> this, you know that
> > the news about earnings gains for GED students is
> not encouraging,
> > that unless GED graduates go on to post-secondary
> education and
> > complete a post-secondary certificate or a degree,
> that their GED
> > attainment may not lift them out of poverty.  Of
> course, the good
> > news is if they complete a four-year undergraduate
> degree their
> > earnings gains, as a group, do not differ from
> 4-year degree holders
> > who have high school diplomas.
> > 
> > At this point in our discussion, with three days
> left, I hope some of
> 
> > you who have been thinking about this problem
> might offer solutions.
> 
> > Should every GED program provide students with
> this information (for
> > example through the Beyond the GED lessons
> developed by Fass, Garner
> > and Barry?) Should GED programs change their
> curriculum to include
> > college preparation? Should they offer separate
> college preparation/
> > transition programs for GED graduates who want to
> go on for post-
> > secondary education? Is there something else that
> they should do, or
> > is it okay to continue with the status quo?
> > 
> > This is a chance for everyone to chime in.  What
> do you think GED
> > programs should do? What should policy makers do?
> What should GED
> > students do?
> > 
> > Send your thoughts to specialtopics at nifl.gov
> <mailto:specialtopics at nifl.gov>
> > 
> > If you have just joined the discussion, you can
> catch up by looking
> > at the archives,
> > 
> >
>
http://www.nifl.gov/pipermail/specialtopics/2007/date.html
>
<http://www.nifl.gov/pipermail/specialtopics/2007/date.html>
> 
> > 
> > beginning with posting 447.
> > 
> > David J. Rosen
> > Special Topics Discussion Moderator
> > djrosen at comcast.net <mailto:djrosen at comcast.net>
> > 
> > 
> > 
> > 
> > 
> > -------------------------------
> > National Institute for Literacy
> > Special Topics mailing list
> > SpecialTopics at nifl.gov
> <mailto:SpecialTopics at nifl.gov>
> > To unsubscribe or change your subscription
> settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> <http://www.nifl.gov/mailman/listinfo/SpecialTopics>
> 
> > Email delivered to sgerard at vtadultlearning.org
> <mailto:sgerard at vtadultlearning.org>
> > 
> > -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to agopalakrishnan at yahoo.com

       
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From janb at tutorialcenter.org  Fri Aug  3 13:15:47 2007
From: janb at tutorialcenter.org (Jan Martin Bopp)
Date: Fri, 3 Aug 2007 13:15:47 -0400
Subject: [SpecialTopics 494] Re: What should GED programs do?
In-Reply-To: <20BD9243-9F3B-43CE-ABC2-E041D4C282DF@comcast.net>
Message-ID: <001401c7d5f1$efe62320$0900a8c0@jan>

To David Rosen and others: 

Thank you for the discussion and the invitation to contribute.

As an adult educator, I do not live in the realm of blame assessment,
but every now and then I feel compelled to visit there while living and
professionally practicing in the realm of educational and employability
reality. During my present visit, I am attending a national forum where
issues of great concern regarding the educational and economic
well-being of age-independent, diploma-challenged underachievers
(drop-outs) are being addressed. During something far less than a
network-covered ceremonial fete, the agenda includes three
randomly-selected 'fickle finger of fate' awards to those being
designated as apparent perpetrators of adult education inadequacy and
short-comings. The awardees are as follows:
1.	The GED Test - based on the substantive misnomer that it is. It
is neither a 'general educational development' indicator nor a facsimile
of a four-year high school participation-achievement equivalency. It is
basically a standardized measure of proficiency in five academic subject
areas, requiring a threshold ninth-grade level of response-ability;
there is no demonstration of general development or performance other
than the written essay on a 'one-size fits all' topic.
2.	'The Government' Founders, Formers and Funders of Adult
Education - based on inadequate attention, importance, programming,
application and enforcement of sound 'educational development'
standards, and funding. Far too many adults are left behind,
educationally and economically.
3.	The Adult Education Community - based on the faint, almost
absent, collective professional voice of active advocacy for the
under-educated and under-provided adults, as well as for the legitimacy
and integrity of the professional community. Additionally, this
community continues to promote and provide inappropriate and inadequate
educational options as alternatives to a standardized high school
diploma; this can be considered as being professionally unethical, as
well as socially and culturally immoral, practice.

A prefacing condition for further commentary is my considered preference
for and use of the term 'educator' rather than 'instructor,' even though
both have their places of acceptability and integrity. I believe that
the word origins and derived meanings obviate my preference. Further,
'educator' inherently presents or connotes a more holistic,
learner-oriented, educational philosophy and practice. Some assessments,
professional perspectives, suggestions and recommendations based on my
eight years of adult education experience as an educator and transition
program coordinator/educator are as follows:
1.	Nothing short of a holistic, comprehensive, learner-appropriate,
community-based educational program, including essential elements of
transition, can work well to meet the educational and economic needs of
both individual 'adult' learners and society or have sufficient
self-sustaining value. It does take a dedicated 'village,' a community
corpus with core educational values, mission, common denominator
protocols, and integrated programs provision committed to make the
necessary differences in educational and economic development.
2.	Continued efforts to make the diverse learners fit archaic molds
based on typological labeling, inappropriate and inadequate assessment
of who they really are, their real skills levels, and their actualized
point of readiness, and inadequate, artificial canned, short-shelf life
opportunities and attempts at short-gap fixes will continue to
under-serve these citizens and minimize the likelihood for success.
Adult learner appropriate approaches and programs and learner-friendly
strategies and practices must be universally applied.
3.	The oppressive practices of discriminating, enabling,
circumventing developmental correction, neglecting or abandoning worthy
adult learners, and withholding supportive transition programs or
program inclusions must be overcome. Every adult learner is entitled to
equitable, if not equal, opportunity to life sustaining educational and
economic development. 
4.	The authenticity of the adult learner must be accepted,
understood and honored. Fuller, more realistic assessment of who they
really are as individuals and learners, allowance and facilitation of
asking essential ('right') questions based on what they individually
need to know, and community-wide application of the "Framework for
Understanding Poverty" wisdom are urgently imperative. Learners cannot
be expected to 'buy in' (if, of course, there is something and an
opportunity to 'buy into'), if 'we' (the GED, government, adult
educators . and society) do not 'buy in' to them as individuals. 
5.	Adult learner-appropriate alterations, adjustments,
reconstruction, and/or creative responses and provisions do not require
'genius' for remedy. What is needed are broad-spectrum acknowledgement
and acceptance, commitment, dedication, collaboration ... and funding. A
fearless, united, active voice and effort, from base to apex of the
adult education and social pyramids will turn things around (or upside
down).

Respectfully,

Jan Martin Bopp
Adult Education and Literacy
The Tutorial Center
208 Pleasant Street
Bennington, VT 05201

janb at tutorialcenter.org

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Wednesday, August 01, 2007 11:59 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 465] What should GED programs do?

GED Discussion Colleagues,

If you have been following along last week and this, you know that  
the news about earnings gains for GED students is not encouraging,  
that unless GED graduates go on to post-secondary education and  
complete a post-secondary certificate or a degree, that their GED  
attainment may not lift them out of poverty.  Of course, the good  
news is if they complete a four-year undergraduate degree their  
earnings gains, as a group, do not differ from 4-year degree holders  
who have high school diplomas.

At this point in our discussion, with three days left, I hope some of  
you who have been thinking about this problem might offer solutions.   
Should every GED program provide students with this information (for  
example through the Beyond the GED lessons developed by Fass, Garner  
and Barry?) Should GED programs change their curriculum to include  
college preparation? Should they offer separate college preparation/ 
transition programs for GED graduates who want to go on for post- 
secondary education? Is there something else that they should do, or  
is it okay to continue with the status quo?

This is a chance for everyone to chime in.  What do you think GED  
programs should do? What should policy makers do? What should GED  
students do?

Send your thoughts to specialtopics at nifl.gov

If you have just joined the discussion, you can catch up by looking  
at the archives,

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

beginning with posting 447.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to janb at tutorialcenter.org

From md at nyec.org  Fri Aug  3 15:04:06 2007
From: md at nyec.org (Mindy Detzler)
Date: Fri, 3 Aug 2007 15:04:06 -0400
Subject: [SpecialTopics 495] Re: What should GED programs do?
In-Reply-To: <20BD9243-9F3B-43CE-ABC2-E041D4C282DF@comcast.net>
References: <20BD9243-9F3B-43CE-ABC2-E041D4C282DF@comcast.net>
Message-ID: <60AF8C88EFA71A4AA0CBB523F5F24D657038C4@nyec06.nyec.local>

At the National Youth Employment Coalition, we work primarily with youth
workforce programs and alternative education schools and programs who
aim to re-engage out-of-school youth and struggling students (primarily
youth and young adults, ages 16 to 24) in education and training that
will result in employment that earns a living wage. 

Recently, we've been working on a research study funded by the Lumina
Foundation for Education on "Transition to Higher Education" among
out-of-school youth and struggling students who participate in these
youth workforce and alternative education programs. Our study involved
examining the program practices and experiences of youth participants in
11 youth workforce and education programs, including four alternative
high schools. The programs and schools included in the study had to be
intentionally providing postsecondary preparation and transition support
in addition to opportunities to complete a GED or high school diploma. 

We found that the GED providers (typically youth workforce programs) and
alternative high schools alike build strong relationships and coordinate
services and support with the local community colleges in order to
create an accessible and affordable bridge into postsecondary education
for these educationally disadvantaged students. Many of the students
need to complete remedial courses at the community college before they
are ready for college level work but the youth programs and schools
encourage them to do so when needed and some try to subsidize the
remedial course work when possible. The programs also provide lots of
personal counseling, guidance and comprehensive support services for the
students as they begin their postsecondary experience. 

Training for employment and job placement is also an essential component
of these programs as most of the youth and young adults have immediate
goals of obtaining employment. While they come looking for the fastest
avenue to a job and a pay check, the programs' counselors and case
managers work with the young people to identify their career interests
and life goals and to educate them on what education and training they
will need to reach their goals. The programs usually help the youth
obtain a short term or initial job placement that is as related to their
interests as possible while simultaneously continuing their education
(some programs require participation in education in order to receive
job placement assistance or internships). 

Whether the young person is steered toward opportunities to obtain a GED
or to complete their high school diploma in an alternative
school/program setting depends on what education options are most
accessible for the young person both in terms of how far behind in high
school credits they may be, how many years out of school they may be and
what scheduling obstacles they may have due to work and family
commitments. Some young people inevitably want to obtain the GED instead
of a diploma because they view it as quicker and perhaps easier to
obtain. The counselors/case managers counsel the young person on what
the options are and what the advantages and limitations of each pathway
are and they also encourage them to look at the diploma or GED as a
stepping stone toward postsecondary education and training that will
prepare them for the career they want to pursue. For some young people,
the immediate work experience gives them a reality check about what
types of jobs they can get with limited education and what these jobs
are really like (many not as desirable as they may have thought,
especially when they are stuck at the bottom of the totem pole) and they
become more reflective about career options and motivated to more
seriously pursue postsecondary education and training so they can get on
track to the more desirable jobs. 

The programs that were involved in our research study that had a GED
option and partnership with community colleges include:

- Arbor E & T Youth Services (Formerly ACS), Fort Pierce, FL (partners
with Indian River CC); 
- California Family Life Center Empower Youth and Planet Youth Programs,
Hemet, CA (partners with Mt. San Jacinto CC)
- Center for Career Alternatives, Snohomish County Youth Programs,
Everett, WA (operated within Everett Community College)
- CUNY Preparatory Transitional High School, Bronx, NY
- EASTCONN Out of School Youth Program, Danielson, CT 
- Larkin Street Youth Services, San Francisco, CA (partners with City
College of San Francisco)
- Olympic Education Services District 114 Pathways to Success Program,
Bremerton, WA (partners with Olympic College)
- Open Meadow Alternative Schools, Inc., Portland, OR (partners with
Portland Community College)
- Our Piece of the Pie, Hartford, CT  (partners with Capital Community
College)

Because we have not yet published a report that I can direct others to
if interested, I have pasted below rather lengthy descriptions of the
partnerships between the youth programs/schools and postsecondary
institutions in case anyone wants to look at some of the ways they are
partnering. 

Despite our best efforts to collect data from the youth programs/schools
on youth participants' postsecondary participation, persistence and
completion outcomes, we found that the programs/schools had very
incomplete data on participants' postsecondary experiences so we can not
report any findings about the impact of these programs but we hope to
share some lessons learned about the young people's transition needs,
common barriers and best program practices as well as recommend some
policy actions. Anyone who would like to receive our final report (most
likely to be completed by Dec. 2007) can contact me at md at nyec.org or
keep an eye on our website at www.nyec.org.  

Mindy Detzler
Project Manager
National Youth Employment Coalition 
ph: 202-659-1064 
md at nyec.org 

****************************************
Descriptions of how some youth workforce programs and alternative
schools are partnering with community colleges and other postsecondary
institutions to help young people make the transition into postsecondary
education:

California Family Life Center (CFLC)'s Empower Youth Program, in Hemet,
CA, and Planet Youth Program, in Lake Elsinore, CA
Primary Postsecondary Partner: Mt. San Jacinto Community College

CFLC has a formal partnership with Mt. San Jacinto Community College
(MSJC). The community college offers several non-credit courses at each
of CFLC's youth centers during the fall and spring semesters. The
non-credit courses include: 
Intermediate Algebra/Beginning Geometry (3 weeks, 2 days per week)
Introduction to Microsoft Word (4 weeks)
"Build Me, Keep Me" course (5 weeks, 40 hours total) - students build a
computer over several weeks and take it home at the end of the course.
Introduction to Digital Photography (6 weeks)
Guidance Class - Orientation to College Success/Career Search, includes
on-campus tour
Introduction to College workshop - Mt. San Jacinto Community College's
(MSJC) student life director and college mentors present a workshop for
CFLC youth participants at the youth centers which includes information
about financial aid. 

CFLC staff often accompany youth participants during their first visit
to the MSJC campus where they connect them with the MSJC student life
department. The department pairs prospective and incoming students with
student mentors who assist them with the process of finding their way
around the campus, completing on-line assessments for the college,
scheduling courses and find answers to their questions and available
resources.

Our Piece of the Pie (OPP), Hartford, CT
Primary Postsecondary Partner: Capital Community College (CCC)

OPP has been working with Capital Community College (CCC) since 2003.
The CCC Dean of Education and Economic Development, the Assistant
Director of Admissions, and the Director of CCC's Welcome Center all
work with OPP staff and its youth participants to assist with the
application process. 

OPP has a formal contract with CCC's Welcome Center, which assists
prospective and new students by providing pre-enrollment advising and
retention strategies. The Welcome Center's staff perform a core set of
assessment, advising, career counseling, admissions, registration, and
financial aid assistance services for new and future students.

CCC's Assistant Director of admissions periodically conducts workshops
at OPP to assist youth with CCC's application process. 

CCC's Dean of Continuing Education and Economic Development works with
OPP and HPS Adult Education Centers to ensure that youth are
academically prepared for college. These organizations are currently
working together to develop a bridge program to help bridge the gap
between courses that the Adult Education Centers are providing and CCC's
core curriculum. 

EASTCONN, Danielson, CT, and Willimantic, CT
Primary Postsecondary Partner: Quinebaug Valley Community College

EASTCONN's primary postsecondary partner is Quinebaug Valley Community
College (QVCC). QVCC have a long standing relationship that predates WIA
and the establishment of the OPTIONS program. Quinebaug Valley Community
College (QVCC), with branches in both Danielson and Willimantic, is the
primary provider of postsecondary education for youth participants in
EASTCONN's OPTIONS program.  

QVCC has obtained permanent state funding for Opportunity for Success
(OFS), a program designed to assist "high risk" youth (including
out-of-school youth) aged 17-21 to attend college.  The program provides
support to assist these students including counseling, and assistance
with admissions and obtaining financial aide, assistance finding jobs
(either on- or off-campus). In addition, the program director offers
incoming OSF students a personalized orientation which provides an
opportunity to new students to meet staff members, meet faculty, meet
each other, buy their books without waiting in line, obtain student IDs,
and  have lunch. To be accepted into the program, students must meet an
"ability to benefit" benchmark on a placement test.  According to the
director of the OFS program, most students referred by EASTCONN meet
this standard because of the high quality of the agency's adult
education services.

EASTCONN's case managers work closely with QVCC personnel, particularly
the director of the OFS program.  According to the OFS director at the
Danielson campus, he talks to the Danielson case manager on a weekly
basis.

Typically, the postsecondary institutions that program participants
attend do not provide updated credits or progress reports. Because the
EASTCONN case manager at the Danielson site has a good relationship with
QVCC, she is able to get updates on students as needed.   

Center for Career Alternatives (CCA), Youth Re-Engagement
Program(U3),Everett, WA
Primary Postsecondary Partner: Everett Community College

CCA established the Youth Re-Engagement Program (U3) in 2000 in
partnership with Everett Community College and the Monroe School
District to provide secondary and postsecondary educational
opportunities as well as career development and job training services
for out-of-school youth age 16-21. All services associated with U3 are
provided at Everett Community College. The college administers the
program, CCA provides the program's case management, and Monroe Public
Schools serves as the fiscal agent for the program. 

All youth interested in enrolling in the Youth Re-Engagement Program are
required to attend a one-and-a-half hour meeting during which they learn
more about the program and obtain the Youth Re-Engagement packet of
pre-enrollment instructions. In addition to completing the application
form, youth are required to request an inter-district transfer from
their home school district in order to enroll in the Monroe School
District for the purpose of participating in the U3 Program (students
living in the Monroe School District are not required to complete this
form). Youth are also required to obtain an official transcript from
their high school; a letter of recommendation; and complete and sign a
release of information, which permits U3 to talk to the Monroe School
District, CCA, and Everett Community College staff about participants'
progress in school.

Students are required to participate in a 3-day orientation during which
they complete the Test of Adult Basic Education (TABE), writing
assignments, group and individual experiences and listen to
presentations by guest speakers. Youth who perform below an 8th grade
reading level on the TABE are not eligible to participate in U3.  They
are referred to CCA's GED preparation course. If after completing their
GEDs these youth are under 20 years of age they are referred to U3 to
pursue opportunities in post-secondary education.

During their first quarter in U3, youth are required to enroll in and
complete four courses-Math, Introduction to Computers, Communications
(an English course with a research component), and Career
Development-with a 2.0 grade point average or better. Youth receive dual
credit for the courses they successfully complete at Everett Community
College. If students fail any of these courses, they are withdrawn from
the program for one year. 

During their second quarter in U3, youth are encouraged to move from the
intensive support provided during the first quarter to greater
independence. U3 personnel work with youth to help them find faculty
mentors and advisors. Youth are required to take a course that focuses
on strategies for success in school and life during their second quarter
in U3.

After their second quarter in the program, youth are required to meet
with either the case manager or program manager in order to obtain the
vouchers to pay for their books. This meeting provides U3 personnel with
an opportunity to discuss with youth their progress at Everett Community
College. 

As students at Everett Community College U3 participants can participate
in all campus activities and receive the same services available to
other college students including e-mail accounts, child care, and
academic advisors.

As long as youth enrolled in U3 are in class or engaged in educational
activities for 25 hours each week, Monroe School District receives the
funding for each student from the state of Washington.  Everett
Community College bills the Monroe School District for the tuition and
books of students served through U3. The quarterly cost per participant
was estimated as $1,000 per student. Students enrolled in U3 receive
dual-credit for courses completed at Everett Community College. This
provides youth the opportunity to complete their high school diploma and
a postsecondary credential (that is, certification, licensure, or
associate's degree) simultaneously. 

Representatives of each organization attribute the success of the
partnership to the fact that it is small, the staff turnover in each
organization has been low, and the members of the partnership trust each
other. 

As part of their admissions applications, youth sign a release of
information that gives Everett Community College permission to release
information regarding their grades and academic progress to U3 partners.
The case manager and program manager are located at Everett Community
College and have access to students' data electronically and can contact
their instructors when necessary.
 

Larkin Street Youth Services, San Francisco, CA
Primary Postsecondary Partner: City College of San Francisco

City College of San Francisco (CCSF), which offers a wide variety of
certificate and associate's degree programs, is HIRE UP's main partner
for postsecondary education.  The partnership was established about two
years ago, although a relationship between the two entities was already
in place at that time.  Although there is a formal MOU in place between
Larkin Street and CCSF regarding the TEFFC-funded scholarships (which
covers information sharing about scholarship amount and financial aid
status), there is no written agreement to cover most of the work being
done.  Through the partnership, HIRE UP participants have direct contact
with the Financial Aid office and student support services at CCSF.
HIRE UP staff help youth enroll in classes online and travel with them
to CCSF to fill out the financial aid forms (or call ahead to their
contact in the financial aid office to give them a heads up).  In
addition to Larkin Street referring youth to CCSF, City College also
refers youth to Larkin Street when they identify a student who could
benefit from the services LSYS provides.  Cross-referrals have increased
substantially in the past six months according to the CCSF respondent,
due in part to increased need as well as active involvement of the
Independent Living Program (ILP) .  

The two organizations have worked together to streamline the financial
aid process for youth participants, particularly as it relates to
dependency overrides.  Because the Free Application for Federal Student
Aid (FAFSA) is based on parents' financial information, it is very
difficult (if not impossible) for youth who are not in contact with
their family to complete it.  Although foster care youth are
automatically considered for overrides, homeless youth must meet certain
requirements to be eligible for the override.  Through the partnership,
Larkin Street staff are now authorized by City College to serve as a
third party provider to verify a youth's independence. Staff from the
financial aid office have conducted training sessions with Larkin Street
staff to let them know what is needed for an override.  To further
streamline the process, City College has provided the override form to
Larkin Street (typically it is only given to the student).  In this way,
HIRE UP participants can bring a completed dependency override form with
them on their initial visit to the financial aid office.  Streamlining
the financial aid process has been very valuable to Larkin Street's
youth participants who face serious obstacles documenting family income
since most have had no contact with their families in some time. 

 

Arbor E & T Youth Services, Fort Pierce, FL
Primary Postsecondary Partner: Indian River Community College

Arbor and the Indian River Community College (IRCC) began a formal
partnership in 2003. IRCC is the only postsecondary institution that is
accessible to Arbor's youth.  In addition to its main campus in Fort
Pierce, IRCC has satellite campuses in each of the four counties that
Arbor services. Initially, IRCC and Arbor formed a partner to provide a
summer program for in-school youth that would leverage both
organizations' funds. Once the in-school youth summer program was
established with IRCC, Arbor suggested having its Passport program, a
two-week training program for out-of-school youth, at IRCC. Before being
eligible for any of Arbor's programs or services, out-of-school youth
are required to participate in a 50 hour, two week job readiness
training program. This training program, which is offered once every
month at IRCC campus, includes training on job readiness skills, social
skills, and life management skills. Recently, Arbor has incorporated an
IRCC-led financial aid workshop into its two-week training program for
out-of-school youth. The financial aid workshop is beneficial for Arbor
youth who are interested in college but do not know how to access
financial aid. 

The IRCC and Arbor staff help interested youth with the college
application process during the training program. IRCC will also enroll
youth in available classes at the college. The two-week training is
required for youth to be eligible for Arbor's financial aid for college
or to be eligible for any job placement services. Once youth finish the
training program, they receive $250 and are then able to choose the
educational or employment activity in which they want to participate.
Arbor pays for tuition, fees, and books for its students' first semester
of college; however, to receive this money, the youth must also apply
for a Pell Grant. 

 

Open Meadow Alternative Schools, Portland, OR
Primary Postsecondary Partner: Portland Community College

In 2005, as part of a year-and-a-half demonstration project funded
through WIA, Open Meadow began a partnership with Portland Community
College (PCC)'s Career Pathways program. As part of Open Meadow's
program to help students make the transition from secondary to
postsecondary education, Career Pathways offers Open Meadow students
high-growth industry training with paid tuition. 

PCC's Career Pathways program provides a series of "educational stepping
stones" to help students employed in entry-level jobs advance in a
specific occupation or industry. The three to six-month short-term
training provided through Career Pathways provides students with the
knowledge and skills necessary to enter various occupations including
licensed practical nurse, project coordinator, medical office billing
clerk, 9-1-1 operator, or semiconductor manufacturing technologist
earning at least $10 per hour.  Career Pathway's short-term training is
scheduled to allow students to attend classes in one location at the
same time everyday. Students enrolled in this program also receive over
30 hours of instruction related to career development and are eligible
for two-months of job search assistance once they complete their
training program. When possible Career Pathways also helps students
obtain internships where they can apply what they have learned in the
classroom. 

In addition to this demonstration project, Open Meadow encourages all
its students to explore and consider postsecondary options before they
enter their senior year of high school. A the end of their junior year,
all students meet with Open Meadow's Pathways/Transition specialists to
decide whether they want to take the college-bound or work experience
pathway. During their senior year, students in both programs enroll in
the Transition Crew where they embark on their chosen pathway. Once they
have completed the Certificates of Initial Mastery (CIM) requirements
(state standards for high school graduation), students who choose the
college-bound pathway complete a college course at Portland Community
College that is paid for by Open Meadow. Regardless of which pathway
students choose, all are required to complete a senior project in which
they explore their postsecondary options, set goals, participate in job
shadowing opportunities in career related occupations, begin the college
admissions process, update their resumes, and prepare to live
independently. In addition to their senior project, students in the
Transition Crew also write a 12 to 15 page autobiography, learn work
readiness and college success skills, and explore various careers and
colleges.

 

CUNY Preparatory Transitional High School, Bronx, NY
Primary Postsecondary Partner: The City University of New York

CUNY Preparatory Transitional High School Program was founded in 2003 as
a collaborative effort of the New York City Department of Education, the
New York City Department of Youth and Community Development, and the
City University of New York (CUNY). Students who complete their GED at
CUNY Prep are automatically eligible to enroll in a CUNY System School.
If their GED score is 3000 or higher, they are eligible to attend a
four-year college.  If they pass the test but score below 3000, they can
attend one of the CUNY community colleges. 
Students are linked to postsecondary services through their college
access counselors and learn about postsecondary opportunities and
requirements through the College Survival course, which meets three
times weekly.  Students are followed for one year during which they can
receive transportation assistance, stipends for books, and monthly
alumni meetings.  The school has hired its graduates enrolled in college
to serve as ambassadors for new CUNY Prep graduates attending their
respective colleges.

CUNY Prep is "embedded" in the CUNY system and CUNY Prep's principal
reports to CUNY's Director of Collaborative Program, who has oversight
responsibility for the school. The CUNY System consists of 11 senior
colleges, six community colleges, the CUNY Honors College, the Graduate
School and University Center, the Graduate School of Journalism, the Law
School and the Sophie Davis School of Biomedical Education. 

According to the CUNY's director of collaborative programs, beginning in
Spring 2007, CUNY Prep students will have the opportunity to take dual
credit courses at the Hostos Community College campus in the Bronx. 

CUNY institutions also waive application fees and tuition for CUNY Prep
students.  In addition, because it is affiliated with the university,
CUNY Prep can obtain special assistance for students when needed.  For
example, if a student encounters a problem, such as a missed application
deadline, the school can call the central office to intervene on the
student's behalf.  

  

From mmanly at earthlink.net  Fri Aug  3 15:45:43 2007
From: mmanly at earthlink.net (Myrna Manly)
Date: Fri, 3 Aug 2007 12:45:43 -0700
Subject: [SpecialTopics 496] Re: Two days left for GED outcomes discussion
In-Reply-To: <MHEMKJNHLDIEMGGCCKCCGEKJDHAA.Kgotthardt@comcast.net>
Message-ID: <E1IH36I-0001UO-1u@elasmtp-banded.atl.sa.earthlink.net>

I've enjoyed the discussion this week.  I apologize that my question is so
late.

Have you done (or do you know of) any research that focuses on the
correlation between economic returns and an individual's score on specific
tests (e.g., math) in the GED battery?  In light of the research with both
the IALS and the ALL Survey that shows a high correlation between numeracy
(or quantitative) skills and economic returns in adult populations,  it
seems as if a focus on math skills and their impact for further earning
might yield interesting data that could add to the human capital aspect of
the study.

Similarly, a study that seeks correlation between GED Math test scores and
success in post secondary education would be interesting.  As a math teacher
in the community college, I was aware of countless students whose college
careers were derailed because of their inability to satisfy the math
requirements. Do math skills count more than others as an influence in the
post-secondary success of GED passers? 

Thanks for your insight.

Myrna Manly

From John_Tyler at brown.edu  Fri Aug  3 16:04:51 2007
From: John_Tyler at brown.edu (Tyler, John)
Date: Fri, 3 Aug 2007 16:04:51 -0400
Subject: [SpecialTopics 497] Re: Two days left for GED outcomes discussion
In-Reply-To: <E1IH36I-0001UO-1u@elasmtp-banded.atl.sa.earthlink.net>
Message-ID: <1A97D3D73A03FC419D87967D3CE4760C05EE2007@MAIL1.AD.Brown.Edu>

The short answer is yes, higher GED math scores do translate into higher
earnings. Since we are ultimately interested in the causal relationship
between math skills and earnings rather than the correlation, the answer
is not easy to get. You can see my research on this either in the
Economics of Education Review, 2004 vol. 23 no. 3, or see a working
paper version on my website at
http://www.brown.edu/Departments/Education/personnel.php?who=jhtyler#pub
s Once there, click on the Publications link and it is the second
publication down. 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Myrna Manly
Sent: Friday, August 03, 2007 3:46 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 496] Re: Two days left for GED outcomes
discussion

I've enjoyed the discussion this week.  I apologize that my question is
so late.

Have you done (or do you know of) any research that focuses on the
correlation between economic returns and an individual's score on
specific tests (e.g., math) in the GED battery?  In light of the
research with both the IALS and the ALL Survey that shows a high
correlation between numeracy (or quantitative) skills and economic
returns in adult populations,  it seems as if a focus on math skills and
their impact for further earning might yield interesting data that could
add to the human capital aspect of the study.

Similarly, a study that seeks correlation between GED Math test scores
and success in post secondary education would be interesting.  As a math
teacher in the community college, I was aware of countless students
whose college careers were derailed because of their inability to
satisfy the math requirements. Do math skills count more than others as
an influence in the post-secondary success of GED passers? 

Thanks for your insight.

Myrna Manly

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to john_tyler at brown.edu

From KHinson at almanid.com  Fri Aug  3 21:55:54 2007
From: KHinson at almanid.com (Katrina Hinson)
Date: Sat, 04 Aug 2007 03:55:54 +0200
Subject: [SpecialTopics 498] Re: Two days left for GED outcomes	discussion
In-Reply-To: <1A97D3D73A03FC419D87967D3CE4760C05EE2004@MAIL1.AD.Brown.Edu>
References: <333298.9861.qm@web30701.mail.mud.yahoo.com>
	<1A97D3D73A03FC419D87967D3CE4760C05EE2004@MAIL1.AD.Brown.Edu>
Message-ID: <46B3A467.121C.00A0.0@almanid.com>

I don't know if this will get answered or not because it's late on Friday and  I've been away all week at a Basic Skills/Family Literacy conference and only returned today. I'm still trying to get caught up. I've skimmed some of the post but not read all of them completely yet. I do have another question though:

All this research - as detailed as it is, does it consider the actual labor market itself?  There are a lot of factors that contribute to salaries and wages depending on the industry one works in. Is it really that easy to say that GED candidates that complete - aren't being successful without also considering where those GED graduates are? Do GED graduates in urban areas make more money that those in rural and under developed regions of the US? If so, wouldn't that also skew the data a bit in terms of implying that GED graduates on the whole earn less than those with a diploma?

Granted, I think they do earn less  but I know from the region I am in, that jobs are scarce - there are no factories of any scale, and the only available jobs are in high end, high tech, medical jobs or in low skilled, low skilled jobs in retail or fast food. Occasionally,  there are city or county government jobs in sanitation etc...; There are few jobs in the middle.  I'm in a region that is medical center rich and education rich, but those are not necessarily jobs that anyone can just get. For students whose primary goal is to put a roof over their families head or food on the table etc..it's not necessarily the GED credential itself that causes them to have low wages but the economic conditions in which they live.  The student may or may not want to relocate even though relocation would be better for them economically. 

What research has been done to look at the data related to the GED and earnings potential and the actual economic conditions of the regions in which those GED candidates exist? Shouldn't that information be looked at as well?  

 Perhaps there are bigger issues to look at other than just helping students get a post secondary degree.  The reality is that some GED candidates don't want to go to college  necessarily but would prefer non degree certifications in welding, automechanics or construction...etc. Trade Skills rather than purely academic. Additionally, the data doesn't seem to take into account that some GED candidates only their GED later in life for personal satisfaction or to be an example to a younger family member, a means to say "look, if I can do it, so can you."

Regards,
Katrina Hinson

From djrosen at comcast.net  Sat Aug  4 06:40:47 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 4 Aug 2007 06:40:47 -0400
Subject: [SpecialTopics 499]  GED outcomes discussion coming to a close
Message-ID: <079315F9-09D0-4B3E-8BF3-A369AE0DA433@comcast.net>

Colleagues,

I want to thank Dr. John Tyler for joining us this week and providing  
such thoughtful and detailed answers to our questions. Thanks, too,  
to Sara Fass, and each of you -- too numerous to list -- who  
contributed your questions and comments. I think we had a rich and  
well-informed discussion.

I will leave the discussion open through Monday in case Dr. Tyler  
would like to answer the last question posed on Friday, or in case he  
or others have final comments. Please, however, do not pose  
additional questions.

I will archive this discussion and place it on the Adult Literacy  
Education Wiki.  When it is ready I will post a message announcing  
that here.

Our next scheduled discussion is the week of September 17th when our  
guests will be Dr. Mary Jane Schmitt, Myrna Manly, and Dr. Lynda  
Ginsberg.  We will discuss their study on the components of numeracy.

If you have suggestions for special topics discussions, please e-mail  
them to me at djrosen at comcast.net

Thank you.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From wfagan at mun.ca  Sat Aug  4 10:28:11 2007
From: wfagan at mun.ca (Will Fagan)
Date: Sat, 4 Aug 2007 11:58:11 -0230
Subject: [SpecialTopics 500] Re: Two days left for GED outcomes	discussion
In-Reply-To: <46B3A467.121C.00A0.0@almanid.com>
References: <333298.9861.qm@web30701.mail.mud.yahoo.com>
	<1A97D3D73A03FC419D87967D3CE4760C05EE2004@MAIL1.AD.Brown.Edu>
	<46B3A467.121C.00A0.0@almanid.com>
Message-ID: <0DABD06F-AF73-4EA9-8EA2-E79008F6BC81@mun.ca>

While the discussion may be over, I feel I should respond to Katrina  
Hinson, who raises some very interesting and realistic questions. Too  
often "educators"  think in terms of their values and goals framework  
instead of the values and goals framework and economic context of   
GED participants. There are many reasons why a person may enroll in a  
GED prep program and complete the certificate. Who are educators to  
judge that these are not valid and relevant for them? I raised a  
question earlier  which was similar to Katrina's. I have two  
participants who are currently "competent" in a work area but need a  
GED or high school diploma to obtain the "qualifications".
Bill Fagan

On 3-Aug-07, at 11:25 PM, Katrina Hinson wrote:

> I don't know if this will get answered or not because it's late on  
> Friday and  I've been away all week at a Basic Skills/Family  
> Literacy conference and only returned today. I'm still trying to  
> get caught up. I've skimmed some of the post but not read all of  
> them completely yet. I do have another question though:
>
> All this research - as detailed as it is, does it consider the  
> actual labor market itself?  There are a lot of factors that  
> contribute to salaries and wages depending on the industry one  
> works in. Is it really that easy to say that GED candidates that  
> complete - aren't being successful without also considering where  
> those GED graduates are? Do GED graduates in urban areas make more  
> money that those in rural and under developed regions of the US? If  
> so, wouldn't that also skew the data a bit in terms of implying  
> that GED graduates on the whole earn less than those with a diploma?
>
> Granted, I think they do earn less  but I know from the region I am  
> in, that jobs are scarce - there are no factories of any scale, and  
> the only available jobs are in high end, high tech, medical jobs or  
> in low skilled, low skilled jobs in retail or fast food.  
> Occasionally,  there are city or county government jobs in  
> sanitation etc...; There are few jobs in the middle.  I'm in a  
> region that is medical center rich and education rich, but those  
> are not necessarily jobs that anyone can just get. For students  
> whose primary goal is to put a roof over their families head or  
> food on the table etc..it's not necessarily the GED credential  
> itself that causes them to have low wages but the economic  
> conditions in which they live.  The student may or may not want to  
> relocate even though relocation would be better for them economically.
>
> What research has been done to look at the data related to the GED  
> and earnings potential and the actual economic conditions of the  
> regions in which those GED candidates exist? Shouldn't that  
> information be looked at as well?
>
>  Perhaps there are bigger issues to look at other than just helping  
> students get a post secondary degree.  The reality is that some GED  
> candidates don't want to go to college  necessarily but would  
> prefer non degree certifications in welding, automechanics or  
> construction...etc. Trade Skills rather than purely academic.  
> Additionally, the data doesn't seem to take into account that some  
> GED candidates only their GED later in life for personal  
> satisfaction or to be an example to a younger family member, a  
> means to say "look, if I can do it, so can you."
>
> Regards,
> Katrina Hinson
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to wfagan at mun.ca

From djrosen at comcast.net  Sat Aug  4 10:49:55 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 4 Aug 2007 10:49:55 -0400
Subject: [SpecialTopics 501]  New Publication: QEd
Message-ID: <20A40DB2-32CA-4FAA-93E4-2537C6598B8E@comcast.net>

Colleagues,

The National institute for Literacy has a new (free, online and  
hardcopy) publication called QEd.
It's a five-issue series with "ideas and information from the  
expanding scientific research base on how adults learn to read."  For  
more information, go to:

http://www.nifl.gov/nifl/news_events/07-12-07.html

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From aburruss2 at cox.net  Sat Aug  4 11:15:43 2007
From: aburruss2 at cox.net (Ann Burruss)
Date: Sat, 4 Aug 2007 11:15:43 -0400
Subject: [SpecialTopics 502] Re: Two days left for GED outcomes	discussion
References: <333298.9861.qm@web30701.mail.mud.yahoo.com><1A97D3D73A03FC419D87967D3CE4760C05EE2004@MAIL1.AD.Brown.Edu><46B3A467.121C.00A0.0@almanid.com>
	<0DABD06F-AF73-4EA9-8EA2-E79008F6BC81@mun.ca>
Message-ID: <001b01c7d6aa$53d5bf90$0202a8c0@D1WJ3821>

Your point is well taken!  We, as educators, too frequently will not think outside the box and too often enforce our values on others.  I have found this particularly true when working with inmates. The difference in going back to the same job upon release is often a difference in hourly rate with or without the GED. 
This is particularly true for people who are in the 35 to 45+ age bracket.
Ann Burruss
Literacy Volunteers of Gloucester, Inc
Corrections Educator and 
Retired Public School teacher.

 ----- Original Message ----- 
  From: Will Fagan 
  To: specialtopics at nifl.gov 
  Sent: Saturday, August 04, 2007 10:28 AM
  Subject: [SpecialTopics 500] Re: Two days left for GED outcomes discussion

  While the discussion may be over, I feel I should respond to Katrina  
  Hinson, who raises some very interesting and realistic questions. Too  
  often "educators"  think in terms of their values and goals framework  
  instead of the values and goals framework and economic context of   
  GED participants. There are many reasons why a person may enroll in a  
  GED prep program and complete the certificate. Who are educators to  
  judge that these are not valid and relevant for them? I raised a  
  question earlier  which was similar to Katrina's. I have two  
  participants who are currently "competent" in a work area but need a  
  GED or high school diploma to obtain the "qualifications".
  Bill Fagan

  On 3-Aug-07, at 11:25 PM, Katrina Hinson wrote:

  > I don't know if this will get answered or not because it's late on  
  > Friday and  I've been away all week at a Basic Skills/Family  
  > Literacy conference and only returned today. I'm still trying to  
  > get caught up. I've skimmed some of the post but not read all of  
  > them completely yet. I do have another question though:
  >
  > All this research - as detailed as it is, does it consider the  
  > actual labor market itself?  There are a lot of factors that  
  > contribute to salaries and wages depending on the industry one  
  > works in. Is it really that easy to say that GED candidates that  
  > complete - aren't being successful without also considering where  
  > those GED graduates are? Do GED graduates in urban areas make more  
  > money that those in rural and under developed regions of the US? If  
  > so, wouldn't that also skew the data a bit in terms of implying  
  > that GED graduates on the whole earn less than those with a diploma?
  >
  > Granted, I think they do earn less  but I know from the region I am  
  > in, that jobs are scarce - there are no factories of any scale, and  
  > the only available jobs are in high end, high tech, medical jobs or  
  > in low skilled, low skilled jobs in retail or fast food.  
  > Occasionally,  there are city or county government jobs in  
  > sanitation etc...; There are few jobs in the middle.  I'm in a  
  > region that is medical center rich and education rich, but those  
  > are not necessarily jobs that anyone can just get. For students  
  > whose primary goal is to put a roof over their families head or  
  > food on the table etc..it's not necessarily the GED credential  
  > itself that causes them to have low wages but the economic  
  > conditions in which they live.  The student may or may not want to  
  > relocate even though relocation would be better for them economically.
  >
  > What research has been done to look at the data related to the GED  
  > and earnings potential and the actual economic conditions of the  
  > regions in which those GED candidates exist? Shouldn't that  
  > information be looked at as well?
  >
  >  Perhaps there are bigger issues to look at other than just helping  
  > students get a post secondary degree.  The reality is that some GED  
  > candidates don't want to go to college  necessarily but would  
  > prefer non degree certifications in welding, automechanics or  
  > construction...etc. Trade Skills rather than purely academic.  
  > Additionally, the data doesn't seem to take into account that some  
  > GED candidates only their GED later in life for personal  
  > satisfaction or to be an example to a younger family member, a  
  > means to say "look, if I can do it, so can you."
  >
  > Regards,
  > Katrina Hinson
  >
  > -------------------------------
  > National Institute for Literacy
  > Special Topics mailing list
  > SpecialTopics at nifl.gov
  > To unsubscribe or change your subscription settings, please go to  
  > http://www.nifl.gov/mailman/listinfo/SpecialTopics
  > Email delivered to wfagan at mun.ca

  -------------------------------
  National Institute for Literacy
  Special Topics mailing list
  SpecialTopics at nifl.gov
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From howard at riral.org  Sun Aug  5 23:08:36 2007
From: howard at riral.org (Howard Dooley)
Date: Sun, 5 Aug 2007 23:08:36 -0400
Subject: [SpecialTopics 503] Re: What should GED programs do?
References: <001401c7d5f1$efe62320$0900a8c0@jan>
Message-ID: <0BF2D0726318524ABEF6D58E7BB3CCEB014BE6@pdc.Riral.local>

I am sure that I do not understand all of what is being said here, nor am I sure if it is "straight-up", "reminiscent of a kinder, gentler time", or "tongue-in-cheek" either in part or in whole. I am sure, as well, that I do have neither the time now nor the desire to think through nor respond to much of what is presented. However, I feel compelled to say something on this hot, Sunday night, to take a moment after reading through for the third time.

And what I would say, briefly is, that after 25 years in adult literacy and education, I simply disagree with your blame assessments, your statement about the GED, the adult education community, and what in your mind constitutes true adult education or the apparently lesser adult "instruction". So sorry that so many of us, funders, practitioners, and learners, do not live up to your expectations and values. You might take some solace in that many of us do not share the same values nor are striving for the same goals as you. For myself, what you describe describes what only a few of my learners have ever expressed wanting or what a few of our programs thought most valuable providing.

Howard D.

-----Original Message-----
From: specialtopics-bounces at nifl.gov on behalf of Jan Martin Bopp
Sent: Fri 8/3/2007 1:15 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 494] Re: What should GED programs do?
 
To David Rosen and others: 

Thank you for the discussion and the invitation to contribute.

As an adult educator, I do not live in the realm of blame assessment,
but every now and then I feel compelled to visit there while living and
professionally practicing in the realm of educational and employability
reality. During my present visit, I am attending a national forum where
issues of great concern regarding the educational and economic
well-being of age-independent, diploma-challenged underachievers
(drop-outs) are being addressed. During something far less than a
network-covered ceremonial fete, the agenda includes three
randomly-selected 'fickle finger of fate' awards to those being
designated as apparent perpetrators of adult education inadequacy and
short-comings. The awardees are as follows:
1.	The GED Test - based on the substantive misnomer that it is. It
is neither a 'general educational development' indicator nor a facsimile
of a four-year high school participation-achievement equivalency. It is
basically a standardized measure of proficiency in five academic subject
areas, requiring a threshold ninth-grade level of response-ability;
there is no demonstration of general development or performance other
than the written essay on a 'one-size fits all' topic.
2.	'The Government' Founders, Formers and Funders of Adult
Education - based on inadequate attention, importance, programming,
application and enforcement of sound 'educational development'
standards, and funding. Far too many adults are left behind,
educationally and economically.
3.	The Adult Education Community - based on the faint, almost
absent, collective professional voice of active advocacy for the
under-educated and under-provided adults, as well as for the legitimacy
and integrity of the professional community. Additionally, this
community continues to promote and provide inappropriate and inadequate
educational options as alternatives to a standardized high school
diploma; this can be considered as being professionally unethical, as
well as socially and culturally immoral, practice.

A prefacing condition for further commentary is my considered preference
for and use of the term 'educator' rather than 'instructor,' even though
both have their places of acceptability and integrity. I believe that
the word origins and derived meanings obviate my preference. Further,
'educator' inherently presents or connotes a more holistic,
learner-oriented, educational philosophy and practice. Some assessments,
professional perspectives, suggestions and recommendations based on my
eight years of adult education experience as an educator and transition
program coordinator/educator are as follows:
1.	Nothing short of a holistic, comprehensive, learner-appropriate,
community-based educational program, including essential elements of
transition, can work well to meet the educational and economic needs of
both individual 'adult' learners and society or have sufficient
self-sustaining value. It does take a dedicated 'village,' a community
corpus with core educational values, mission, common denominator
protocols, and integrated programs provision committed to make the
necessary differences in educational and economic development.
2.	Continued efforts to make the diverse learners fit archaic molds
based on typological labeling, inappropriate and inadequate assessment
of who they really are, their real skills levels, and their actualized
point of readiness, and inadequate, artificial canned, short-shelf life
opportunities and attempts at short-gap fixes will continue to
under-serve these citizens and minimize the likelihood for success.
Adult learner appropriate approaches and programs and learner-friendly
strategies and practices must be universally applied.
3.	The oppressive practices of discriminating, enabling,
circumventing developmental correction, neglecting or abandoning worthy
adult learners, and withholding supportive transition programs or
program inclusions must be overcome. Every adult learner is entitled to
equitable, if not equal, opportunity to life sustaining educational and
economic development. 
4.	The authenticity of the adult learner must be accepted,
understood and honored. Fuller, more realistic assessment of who they
really are as individuals and learners, allowance and facilitation of
asking essential ('right') questions based on what they individually
need to know, and community-wide application of the "Framework for
Understanding Poverty" wisdom are urgently imperative. Learners cannot
be expected to 'buy in' (if, of course, there is something and an
opportunity to 'buy into'), if 'we' (the GED, government, adult
educators . and society) do not 'buy in' to them as individuals. 
5.	Adult learner-appropriate alterations, adjustments,
reconstruction, and/or creative responses and provisions do not require
'genius' for remedy. What is needed are broad-spectrum acknowledgement
and acceptance, commitment, dedication, collaboration ... and funding. A
fearless, united, active voice and effort, from base to apex of the
adult education and social pyramids will turn things around (or upside
down).

Respectfully,

Jan Martin Bopp
Adult Education and Literacy
The Tutorial Center
208 Pleasant Street
Bennington, VT 05201

janb at tutorialcenter.org

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Wednesday, August 01, 2007 11:59 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 465] What should GED programs do?

GED Discussion Colleagues,

If you have been following along last week and this, you know that  
the news about earnings gains for GED students is not encouraging,  
that unless GED graduates go on to post-secondary education and  
complete a post-secondary certificate or a degree, that their GED  
attainment may not lift them out of poverty.  Of course, the good  
news is if they complete a four-year undergraduate degree their  
earnings gains, as a group, do not differ from 4-year degree holders  
who have high school diplomas.

At this point in our discussion, with three days left, I hope some of  
you who have been thinking about this problem might offer solutions.   
Should every GED program provide students with this information (for  
example through the Beyond the GED lessons developed by Fass, Garner  
and Barry?) Should GED programs change their curriculum to include  
college preparation? Should they offer separate college preparation/ 
transition programs for GED graduates who want to go on for post- 
secondary education? Is there something else that they should do, or  
is it okay to continue with the status quo?

This is a chance for everyone to chime in.  What do you think GED  
programs should do? What should policy makers do? What should GED  
students do?

Send your thoughts to specialtopics at nifl.gov

If you have just joined the discussion, you can catch up by looking  
at the archives,

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

beginning with posting 447.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to janb at tutorialcenter.org

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to howard at riral.org

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From djrosen at comcast.net  Mon Aug  6 15:29:44 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 6 Aug 2007 15:29:44 -0400
Subject: [SpecialTopics 504]  End of GED Earnings Outcomes Discussion
Message-ID: <97B93683-24EE-4378-92DE-D5E067907264@comcast.net>

Special Topics Colleagues,

The GED Earnings Outcomes discussion is now over.  Thanks again to  
Dr. John Tyler and to all of you who added to the rich discussion.   
In a few days I will post a message indicating that the discussion  
has been archived on the Adult Literacy Education Wiki. It is  
archived now on the National Institute for Literacy LINCS Web site,  
beginning with message #447 at
http://dev.nifl.gov/pipermail/specialtopics/2007/date.html

The next Special Topics discussion will begin on August 20th when we  
will talk about what topics you would like to see on the Special  
Topics list in the future. I hope you will join us for that discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From djrosen at comcast.net  Mon Aug  6 16:29:33 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 6 Aug 2007 16:29:33 -0400
Subject: [SpecialTopics 505]  Subscribers' Ideas for Special Topics
Message-ID: <221CE7D6-C194-45AD-88C7-20CCC5D0F043@comcast.net>

Colleagues,

The Special Topics discussion list has had several discussions since  
May, 2006; they are listed below. We have plans for three more  
discussions through September, including the one described here, and  
many ideas for topics for the months ahead. We would also like to  
hear your ideas for the Special Topics List in the discussion  
beginning August 20th

Subscribers' Ideas for Special Topics

In this discussion, beginning August 20th, we will look at these  
questions: What topics would you like to suggest? What guests -- or  
kinds of guests -- would you like to see invited? Based on what you  
have seen so far, what would you like to see emphasized in the  
future, and what would you like to be different?

Please join this discussion on August 20th to contribute your ideas  
and to see what others think. Consider the Special Topics discussion  
list as part of your professional development. How could the content  
of the discussions better meet your needs as a teacher, tutor, state  
or program level administrator, counselor, curriculum or professional  
developer, researcher or graduate student? What topics aren't covered  
by other discussion lists that might be addressed on the Special  
Topics list?

Discussions Held to Date

     * The Adult Reading Components Study
     * Persistence
     * Formative Assessment
     * Corrections Family Literacy and Transition to the Community
     * What Works for Adult ESL Students
     * Community Literacy
     * GED Earnings Outcomes

Discussions Planned for August and September

     * Subscribers' Ideas for Special Topics : August 20 -24
     * What International Literacy Programs offer Programs in the  
U.S.: September 7 -14
     * Components of Numeracy: September 17 -21

Also please note that in a previous post I gave an incorrect Web  
address for the archives of the last discusion.  The correct Web  
address is:

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

The GED Learning Outcomes discussion began with post #447

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From MMaralit at NIFL.gov  Mon Aug 13 09:45:08 2007
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Mon, 13 Aug 2007 09:45:08 -0400
Subject: [SpecialTopics 506] Aug. 29 Webcast: Health Literacy of America's
	Adults
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C47C5@wdcrobe2m03.ed.gov>

SAVE THE DATE for a LIVE webcast!

Health Literacy of America's Adults: 
Results from the 2003 National Assessment of Adult Literacy 

WHEN:	August 29, 2007
		1:30 PM - 3:00 PM Eastern Time
		12:30 PM - 2:00 PM Central Time 
		11:30 AM - 1:00 PM Mountain Time 
		10:30 AM - 12:00 AM Pacific Time 

** Registration information will be shared in a future posting, but for now,

SAVE THE DATE for a LIVE webcast on Wednesday, August 29! **

For more information about this webcast or The National Institute for
Literacy, 
go to: http://www.nifl.gov.

----------------------------------------------------------------------------

The August 29 webcast will focus on the Health Literacy of America's Adults:
Results of the National Assessment of Adult Literacy (NAAL) 2003.  

The live webcast will feature:
*	Dr. Sheida White directs the National Assessment of Adult Literacy
at the National Center for Education Statistics (or NCES).  Her doctoral
degree is in linguistics from Georgetown University.  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. Dr. White has taught non-native English speaking adults.  She
created a guided reading program to address the reading comprehension needs
of slow readers. Her articles have appeared in journals such as "Language in
Society" and "Reading Research Quarterly".

*	Other panelists: TBA.  The webcast will be moderated by Dr. Sandra
L. 
Baxter, Director of the National Institute for Literacy.

                     --------------------------

The National Institute for Literacy has hosted a number of web casts
presenting information, findings and results from the National Assessment of
Adult Literacy (NAAL), for more information on these webcast, please go to:
http://www.nifl.gov/nifl/NAAL2003.html.

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From djrosen at comcast.net  Sun Aug 19 20:38:16 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sun, 19 Aug 2007 20:38:16 -0400
Subject: [SpecialTopics 507]  Subscribers' Ideas for Special Topics
Message-ID: <02A60270-82B4-49F2-953E-3345371E878F@comcast.net>

Colleagues,

The Special Topics discussion list has had several discussions since  
May, 2006,  and they are listed below. We have plans for two more  
discussions through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics  
List. To start off, here are seven questions, not in any particular  
order. You can answer one, several or all of them.

1. What topics would you like to suggest we discuss here?
2. What guests -- or kinds of guests -- would you like to see invited?
3. Based on what you have seen so far, what would you like to see  
emphasized in the future?
4. What discussions have we had that you think deserve follow-up, and  
what areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your  
professional development. How could the content of the discussions  
better meet your needs as a teacher, tutor, state or program level  
administrator, counselor, curriculum or professional developer,  
researcher or graduate student?
6. What topics aren't covered by other discussion lists that might be  
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list?

Discussions Held to Date

     * The Adult Reading Components Study
     * Persistence
     * Formative Assessment
     * Corrections Family Literacy and Transition to the Community
     * What Works for Adult ESL Students
     * Community Literacy
     * GED Earnings Outcomes

Discussions Planned for August and September

     * Subscribers' Ideas for Special Topics : August 20 -24 (this  
discussion)
     * What International Literacy Programs offer Programs in the  
U.S.: September 7 -14
     * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From Kgotthardt at comcast.net  Mon Aug 20 08:56:39 2007
From: Kgotthardt at comcast.net (Katherine G)
Date: Mon, 20 Aug 2007 08:56:39 -0400
Subject: [SpecialTopics 508] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <02A60270-82B4-49F2-953E-3345371E878F@comcast.net>
Message-ID: <MHEMKJNHLDIEMGGCCKCCEEELDJAA.Kgotthardt@comcast.net>

I've actually been mulling this around for a few weeks but thought I missed
the deadline for submission, so thank you for reposting this!

1. What topics would you like to suggest we discuss here?

-local immigration policies and how they impact students and teachers of
Adult Education

-the Impact of the Bush Administration's Homeland Security plans to enforce
current immigration laws and the development of a national plan for
citizenship education (see
http://www.whitehouse.gov/news/releases/2007/08/20070810.html)

-incarcerated immigrants: how many participate in ABE classes and the
long-term results for those who participate and those who do not (this could
include a discussion of why some do not participate and how available these
classes are to incarcerated immigrants, especially illegal immigrants)

-qualitative studies of immigrants pursuing ABE and ESOL education;
perspectives of students, teachers and administration

-technological literacy:  who has it, who doesn't it, how we can improve it

-gender differences in technological pedagogy (for example, is there a
difference between the way males and females teach basic technical skills?
Do men and women have different learning styles when it comes to technology?
How does this affect students?)

2. What guests -- or kinds of guests -- would you like to see invited?

-administrators in the criminal justice system and law officers who will
openly discuss communication efforts and issues from their perspectives and
interactions

-local and national policy makers willing to discuss impact of literacy
issues and plans for reform

-professionals in the field to discuss their perspective of immigrants
working towards assimilation, citizenship and language skills

-teachers in the field of technological literacy

3. Based on what you have seen so far, what would you like to see emphasized
in the future?

-discussion of student profiles and specific, personal, qualitative
anecdotes about students, ESOL and ABE teachers

4. What discussions have we had that you think deserve follow-up, and what
areas do we need to probe in more depth?

-collaborative efforts between state and federal agencies and non-profits to
expand the human rights of immigrants, women, and low income pursuing
education and self-improvement

5. Consider the Special Topics discussion list as part of your professional
development. How could the content of the discussions better meet your needs
as a teacher, tutor, state or program level administrator, counselor,
curriculum or professional developer, researcher or graduate student?

-more links to national and local studies with follow up discussions (but
not too many studies at one time LOL)

-further explanation and exploration of related statistics and how these
impact daily interactions between students and teachers in Adult Ed and K-12

6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?

-see above

7. What would you like to be different on the Special Topics list?

-more focus on specific students, classes, and student populations (such as
immigrants, adults, K-3, 4-6, postsecondary, etc.)

I think what I am saying is we need to look from the ground up and not the
top down in order to really make sense of the issues related to literacy and
THEN apply the information to the level used by policy makers and
administrators

Thanks for listening!

Katherine Mercurio Gotthardt
Prince William County Public Schools
Adult Education
P.O. Box 389
Manassas, VA 20108
work 703-791-8387
fax 703-791-8889

 -----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of David J. Rosen
Sent: Sunday, August 19, 2007 8:38 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 507] Subscribers' Ideas for Special Topics

  Colleagues,

  The Special Topics discussion list has had several discussions since May,
2006, and they are listed below. We have plans for two more discussions
through September, not including this one that begins today.

  This week, we would like to hear your ideas for the Special Topics List.
To start off, here are seven questions, not in any particular order. You can
answer one, several or all of them.

  1. What topics would you like to suggest we discuss here?
  2. What guests -- or kinds of guests -- would you like to see invited?
  3. Based on what you have seen so far, what would you like to see
emphasized in the future?
  4. What discussions have we had that you think deserve follow-up, and what
areas do we need to probe in more depth?
  5. Consider the Special Topics discussion list as part of your
professional development. How could the content of the discussions better
meet your needs as a teacher, tutor, state or program level administrator,
counselor, curriculum or professional developer, researcher or graduate
student?
  6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
  7. What would you like to be different on the Special Topics list?

  Discussions Held to Date

  * The Adult Reading Components Study
  * Persistence
  * Formative Assessment
  * Corrections Family Literacy and Transition to the Community
  * What Works for Adult ESL Students
  * Community Literacy
  * GED Earnings Outcomes

  Discussions Planned for August and September

  * Subscribers' Ideas for Special Topics : August 20 -24 (this discussion)
  * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
  * Components of Numeracy: September 17 -21

  David J. Rosen
  Special Topics Discussion Moderator
  djrosen at comcast.net

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From JURMO at ucc.edu  Mon Aug 20 10:36:56 2007
From: JURMO at ucc.edu (JURMO at ucc.edu)
Date: Mon, 20 Aug 2007 10:36:56 -0400
Subject: [SpecialTopics 509] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <02A60270-82B4-49F2-953E-3345371E878F@comcast.net>
Message-ID: <355865D6A500D84D960A0083B5FFF71F029FE780@crexc02.campus.ucc.edu>

David and Others,
 
Here are some responses to two of the questions that David posed:
 
Questions 1 and 2:  What topics would you like to suggest we discuss
here?  What guests -- or kinds of guests -- would you like to see
invited? 
 
-- Work-related basic skills: What is now being done around the US and
world (at national, state, and local levels) to help job seekers and
incumbent develop the basic skills and other career tools (e.g.,
technical knowledge, credentials, connections, etc.) to move into and
succeed in rewarding jobs? (Possible guests: In addition to US-based
people, we might invite representatives of New Zealand, the UK, and
Canada to participate.) 
 
-- Family-related basic skills: What is now being done around the US and
world (at national, state, and local levels) to help adults develop the
basic skills and other life tools  they need to help their families deal
with educational, health, financial, housing, and other needs? (Possible
guests: People who are thinking outside the box on what constitutes
"family literacy.") 
 
-- Civics-related basic skills: What is now being done around the US and
world (at national, state, and local levels) to help adults develop the
basic skills and other life tools they need to participate actively as
community members and citizens?  (Possible guests: People who are
thinking outside the box on what constitutes civic literacy/citizenship
education.) 
 
-- State policy: What are states doing to build adult learning systems
that prepare adults for work, family, and civic responsibilities?
(Possible guests: Representatives of some states which have shown
innovation and commitment regarding adult education policy.) 
 
-- Educational technologies:  What is being done around the US to better
use educational technologies to provide more and better learning
opportunities for adults? (Possible guests: People who are using
technologies in creative ways.) 
 
-- In a time of limited resources, are adult educators retreating from
building effective learning systems or are we finding new ways and
resources to provide more and better quality services?  (Possible
guests: Critical thinkers in this area. Maybe tie this in with the state
policy topic above.)
 
-- What is being done to build leadership for adult education among
stakeholder groups (e.g., employers; populations with low levels of
reading skills, language fluency, and educational attainment; criminal
justice agencies; etc.) who theoretically should have an interest in
this field but who have largely been silent and invisible?  (Possible
guests: Again, critical thinkers in this area. Maybe tie this in with
the state policy topic above.)
 
-- Adult learner leadership: What is being done to promote/develop the
leadership capacities of adult learners?  Why is it important to do so?
What are ways of doing so?  What are challenges and resources for doing
so?  (Possible guests: Representatives of national, state and local
adult learner groups and the practitioners they work with.) 
 
Paul Jurmo, Ed.D.
Dean, Economic Development and Continuing Education
Union County College
12-24 West Jersey Street
Elizabeth, NJ  07202
908-659-5103 telephone  
908-965-6010 fax
Jurmo at ucc.edu <blocked::mailto:Jurmo at ucc.edu>  
 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Sunday, August 19, 2007 8:38 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 507] Subscribers' Ideas for Special Topics

Colleagues,

The Special Topics discussion list has had several discussions since
May, 2006,  and they are listed below. We have plans for two more
discussions through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics List.
To start off, here are seven questions, not in any particular order. You
can answer one, several or all of them. 

1. What topics would you like to suggest we discuss here? 
2. What guests -- or kinds of guests -- would you like to see invited? 
3. Based on what you have seen so far, what would you like to see
emphasized in the future?
4. What discussions have we had that you think deserve follow-up, and
what areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your
professional development. How could the content of the discussions
better meet your needs as a teacher, tutor, state or program level
administrator, counselor, curriculum or professional developer,
researcher or graduate student? 
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list? 

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From sbeaman at webster.edu  Mon Aug 20 10:51:51 2007
From: sbeaman at webster.edu (Sarah Beaman-Jones)
Date: Mon, 20 Aug 2007 09:51:51 -0500
Subject: [SpecialTopics 510] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <02A60270-82B4-49F2-953E-3345371E878F@comcast.net>
Message-ID: <C2EF14B7.916B%sbeaman@webster.edu>

Topic:  How to encourage the adult learner to advocate for education for
themselves and and others including those for whom the GED is not a viable
goal.

On 8/19/07 7:38 PM, "David J. Rosen" <djrosen at comcast.net> wrote:

> Colleagues,
> 
> The Special Topics discussion list has had several discussions since May,
> 2006,? and they are listed below. We have plans for two more discussions
> through September, not including this one that begins today.
> 
> This week, we would like to hear your ideas for the Special Topics List. To
> start off, here are seven questions, not in any particular order. You can
> answer one, several or all of them.?
> 
> 1. What topics would you like to suggest we discuss here??
> 2. What guests -- or kinds of guests -- would you like to see invited??
> 3. Based on what you have seen so far, what would you like to see emphasized
> in the future?
> 4. What discussions have we had that you think deserve follow-up, and what
> areas do we need to probe in more depth?
> 5. Consider the Special Topics discussion list as part of your professional
> development. How could the content of the discussions better meet your needs
> as a teacher, tutor, state or program level administrator, counselor,
> curriculum or professional developer, researcher or graduate student??
> 6. What topics aren't covered by other discussion lists that might be
> addressed on the Special Topics list?
> 7. What would you like to be different on the Special Topics list??
> 
> Discussions Held to Date
> 
> ? ? * The Adult Reading Components Study
> ? ? * Persistence
> ? ? * Formative Assessment
> ? ? * Corrections Family Literacy and Transition to the Community
> ? ? * What Works for Adult ESL Students
> ? ? * Community Literacy
> ? ? * GED Earnings Outcomes
> 
> Discussions Planned for August and September
> 
> ? ? * Subscribers' Ideas for Special Topics : August 20 -24 (this discussion)
> ? ? * What International Literacy Programs offer Programs in the U.S.:
> September 7 -14
> ? ? * Components of Numeracy: September 17 -21
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
>  
> 
> 
> 
>  
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to sbeaman at webster.edu

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From wfagan at mun.ca  Mon Aug 20 12:45:50 2007
From: wfagan at mun.ca (Will Fagan)
Date: Mon, 20 Aug 2007 14:15:50 -0230
Subject: [SpecialTopics 511] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <C2EF14B7.916B%sbeaman@webster.edu>
References: <C2EF14B7.916B%sbeaman@webster.edu>
Message-ID: <F8B02BCA-29F5-4ACA-89D0-59BF83D0F33E@mun.ca>

A topic I would like to see addressed is how to develop/encourage/ 
support independent/critical readers and writers. At what point do/ 
can adult learners "leave the nest" and challenge ideas on their own?  
Is that not the epitome of literacy?
I think the NIE (Newspapers in Education) is a common program in the  
US and Canada? It it great to distribute local newspapers to adult  
education programs, but if the result is "passive consumption" of  
information, often incorrect and misleading, what has it achieved? I  
always believed that a test of the success of the NIE program is that  
there would be many more letters to the editor on different topics. I  
know in the case of my local paper, there is only very limited space  
for letters to the editor and many are rejected, often with  
clarification or counter points to something already printed. It may  
be possible to raise critical questions on reading a text, but when  
only one side of an issue is allowed in  a paper, then engaging in  
critical reading/thinking is limited.
>
>> Colleagues,
>>
>> The Special Topics discussion list has had several discussions  
>> since May, 2006,  and they are listed below. We have plans for two  
>> more discussions through September, not including this one that  
>> begins today.
>>
>> This week, we would like to hear your ideas for the Special Topics  
>> List. To start off, here are seven questions, not in any  
>> particular order. You can answer one, several or all of them.
>>
>> 1. What topics would you like to suggest we discuss here?
>> 2. What guests -- or kinds of guests -- would you like to see  
>> invited?
>> 3. Based on what you have seen so far, what would you like to see  
>> emphasized in the future?
>> 4. What discussions have we had that you think deserve follow-up,  
>> and what areas do we need to probe in more depth?
>> 5. Consider the Special Topics discussion list as part of your  
>> professional development. How could the content of the discussions  
>> better meet your needs as a teacher, tutor, state or program level  
>> administrator, counselor, curriculum or professional developer,  
>> researcher or graduate student?
>> 6. What topics aren't covered by other discussion lists that might  
>> be addressed on the Special Topics list?
>> 7. What would you like to be different on the Special Topics list?
>>
>> Discussions Held to Date
>>
>>     * The Adult Reading Components Study
>>     * Persistence
>>     * Formative Assessment
>>     * Corrections Family Literacy and Transition to the Community
>>     * What Works for Adult ESL Students
>>     * Community Literacy
>>     * GED Earnings Outcomes
>>
>> Discussions Planned for August and September
>>
>>     * Subscribers' Ideas for Special Topics : August 20 -24 (this  
>> discussion)
>>     * What International Literacy Programs offer Programs in the  
>> U.S.: September 7 -14
>>     * Components of Numeracy: September 17 -21
>>
>>
>> David J. Rosen
>> Special Topics Discussion Moderator
>> djrosen at comcast.net
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to  
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to sbeaman at webster.edu
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to wfagan at mun.ca

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From jcruz at literacysandiego.org  Mon Aug 20 13:00:32 2007
From: jcruz at literacysandiego.org (Jose Cruz)
Date: Mon, 20 Aug 2007 10:00:32 -0700
Subject: [SpecialTopics 512] Re: Subscribers' Ideas for Special Topics
Message-ID: <B8E5E9B6A8D7BA4DACE49CE054AC39241DA989@sbserver.SDCOL.local>

1. What topics would you like to suggest we discuss here? 

            What do the public, donors, and elected officials REALLY
need to know about the impact of low-level literacy skills in our
country so that professionals get the help that they need to meet
service demands?  What is essential information we should be collecting
or calculating?  We have to appeal to different audiences:  What
messages are attractive to the general public vs donors vs elected
officials?

            

2. What guests -- or kinds of guests -- would you like to see invited? 

            Answer: People with influence who have the ability to be
advocates...or people who are adversarial who also have influence.  We
could learn from those who are anti.

 

3. Based on what you have seen so far, what would you like to see
emphasized in the future?

            Emphasis...as in topics?  Why have not compiled statistics
in a way that serves all of our purposes?  Most of the data on the NIFL
web site is very dated.  That's sad.

 

4. What discussions have we had that you think deserve follow-up, and
what areas do we need to probe in more depth?

            Simultaneous unification of the ABE and Literacy field.  We
all came together when ABE was on the verge of being cut.  We need to be
proactive (not that I have been) not reactive.

 

5. Consider the Special Topics discussion list as part of your
professional development. How could the content of the discussions
better meet your needs as a teacher, tutor, state or program level
administrator, counselor, curriculum or professional developer,
researcher or graduate student? 

            As a literacy coalition administrator, I simply need
back-up.  Our work is really not hard work...but it is a lot of work.
We are addressing various tasks on a number of fronts.  I can live
without getting the help I need...I guess.  I'd like it if folks knew a
bit more about the battles we are waging just to get attention for our
issue.  It's not easy for nonprofit organizations these days.  

 

6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?

            I don't think we are very politically outspoken.  Over the
past seven years, the media has failed us and the many of us have opted
to be CAREFUL about how we express our discontent.  Support for people
most in need has dwindled down to a pathetic state and, in general, the
outrage is but a peep in the night.  It's disgusting.  I don't know that
it serves us to bash The Administration...but let's stop pretending that
there wasn't a genuine attempt to dismantle the ABE systems just a
couple of years ago.  The worst kind of politics is when one side
doesn't want to acknowledge blatant abuse of the public...because it
makes their party look bad.  I don't really care for the left or the
right.  We need to do a better job of being on OUR OWN SIDE...the side
of greater literacy for all.  We need to take risks that might
regenerate the movement.  I'm under-impressed with discussion lists in
general.  They tend to be heavy on philosophy, intellect, and light on
raw truth and gutsy calls to action.

 

7. What would you like to be different on the Special Topics list? 

            The format.....my wish is for live chatting...

 

Jose

 

Jose L. Cruz

Chief Executive Officer

San Diego Council on Literacy

2515 Camino del Rio S., Ste. 125

San Diego, CA 92108

P: 619-574-1641, ext. 103

F: 619-491-9242

E: jcruz at literacysandiego.org <mailto:jcruz at literacysandiego.org> 

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

 

 

 

________________________________

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From tsticht at znet.com  Mon Aug 20 14:12:16 2007
From: tsticht at znet.com (tsticht at znet.com)
Date: Mon, 20 Aug 2007 11:12:16 -0700
Subject: [SpecialTopics 513]  Special Topic on International Programs
Message-ID: <1187633536.46c9d9800ab19@webmail.znet.net>

Colleagues: For those interested in international programs the following
workshop will be given in the west, east, and midwest this fall. It covers
a wide range of research, practice, government initiatives, and policies in
six (mostly) English-speaking industrialized nations. Tom Sticht

Adult Literacy Education in Industrialized Nations
A Workshop by Tom Sticht

This one day, six hour workshop typically runs from around 9am to 3:30pm
with breaks in the morning and afternoon and a half hour lunch period. The
presentation is extensively  illustrated with photos and graphics. It is
divided into four Parts:

Part 1: Issues relating to the scale of need and participation in adult
provision. International comparisons of adult literacy. How many adults do
governments say need language, literacy, and numeracy (LLN) education?  How
many adults think they need LLN education?  How many adults actually engage
in LLN? Why don't more adults with poor LLN seek education? What can be
done to increase participation, especially by the hardest-to-reach adults?
Integrating needs assessments and recruitment assistance by telephone.

Part 2 	 Major Program Thrust #1: Integrated, Embedded, Contextualized LLN
Provision.  A review of professional wisdom, scientific research, and case
studies in Australia, Canada, Ireland, New Zealand, United Kingdom and the
United States for teaching LLN within the functional contexts of adult
learner's  work, social, family, and political lives. This includes a
review of historical evidence from professional wisdom and case studies of
"silver standard" research on functional context education in workplace,
family, civic, and health literacy contexts for both native born and
immigrant populations.

Part 3 	 Understanding the systems of provision in Australia, Canada,
Ireland, New Zealand, United Kingdom and the United States. Determining
what is going on in a diversity of programs and what policies and
initiatives governments have taken to improve the quality of provision,
i.e., helping programs get better at what they do and improving the
accountability of provision, including professional development for
teachers/tutors and how to better show the returns to investments in adult
basic skills education.

Part 4 	Major Program Thrust #2: Promoting the intergenerational transfer of
 literacy from parents to their progeny. Programs in Australia, Canada,
Ireland, New Zealand, United Kingdom, and the united States are
illustrating the importance of promoting the intergenerational transfer of 
literacy from parents to their children. Research and  critical analysis is
presented that adds to our understanding of the importance of youth and
young adult education, preschool education featuring parental education,
and stand alone adult education in as a means of advancing adult's language
and literacy and the subsequent development of their children's language and
literacy. The analysis argues for moving from a lifelong  (one life cycle)
to a multiple life cycles (parents and their children) policy for education
and learning of adults and children.

Workshops presently scheduled for this fall include:

West
September 17, Tucson, Arizona, Pima County Community College. Contact: Karen
Smith: ksmith at pima.edu

East
October 22, Vermont, location TBA, the Tutorial Center. Contact: Jack
Glade, jackg at tutorialcenter.org

Midwest
November 20, Saskatchewan, Canada. Contact: Debbie Griffith,
debbie.griffith at sasktel.net

From DSKostrub at aol.com  Mon Aug 20 14:32:29 2007
From: DSKostrub at aol.com (DSKostrub at aol.com)
Date: Mon, 20 Aug 2007 14:32:29 EDT
Subject: [SpecialTopics 514] Re: Subscribers' Ideas for Special Topics
Message-ID: <c5a.18f86bb4.33fb383d@aol.com>

 
 
In a message dated 8/20/2007 10:55:00 AM Eastern Daylight Time,  
JURMO at ucc.edu writes:

Work-related basic skills: What is now being done around the  US and world 
(at national, state, and local levels) to help job  seekers and incumbent 
develop the basic skills and other career tools (e.g.,  technical knowledge, 
credentials, connections, etc.) to move into and succeed  in rewarding jobs? 
(Possible guests: In addition to US-based people, we  might invite representatives of 
New Zealand, the UK, and Canada to  participate.) 
 

Paul has raised several critical topics.  We have a particular  interest in 
looking at workforce education programs that are partnerships  between 
businesses and local literacy organizations.  We are interested in  the structure of 
the program, the curriculum and assessments utilized.
 
Thanks so much,
 
Darlene  Kostrub
Executive Director
Palm Beach County Literacy Coalition
551 SE  8th St., Suite 505
Delray Beach, FL 33483
561-279-9103
Fax  561-265-3579
www.pbcliteracy.org

************************************** Get a sneak peek of the all-new AOL at 
http://discover.aol.com/memed/aolcom30tour
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From ckillack at uno.edu  Mon Aug 20 14:44:36 2007
From: ckillack at uno.edu (Cecil J Killacky)
Date: Mon, 20 Aug 2007 13:44:36 -0500
Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics
References: <C2EF14B7.916B%sbeaman@webster.edu>
	<F8B02BCA-29F5-4ACA-89D0-59BF83D0F33E@mun.ca>
Message-ID: <9BD100EEFBE35A4092F56A9E6763EC3902B45AFE@mail3.uno.edu>

Greetings - if there is an interest in corrections education, I have
suggested two potential "panelists" to David who have recently
completed doctoral dissertations that involved interviews with
incarcerated individuals. While not focused specifically on literacy -
their research does give voice to the views of students from whom we
do not hear often if at all (i.e. actually incarcerated individuals).
One paper focused on perceptions about corrections education, and the
other about K-12 experiences of drop-outs who are now incarcerated
----------- each with a view to informing current educators about
potential efforts to deter current students from such future ends.
 
Cheers
 
Jim Killacky

________________________________

Colleagues,

The Special Topics discussion list has had several discussions since
May, 2006,  and they are listed below. We have plans for two more
discussions through September, not including this one that begins
today.

This week, we would like to hear your ideas for the Special Topics
List. To start off, here are seven questions, not in any particular
order. You can answer one, several or all of them. 

1. What topics would you like to suggest we discuss here? 
2. What guests -- or kinds of guests -- would you like to see invited?

3. Based on what you have seen so far, what would you like to see
emphasized in the future?
4. What discussions have we had that you think deserve follow-up, and
what areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your
professional development. How could the content of the discussions
better meet your needs as a teacher, tutor, state or program level
administrator, counselor, curriculum or professional developer,
researcher or graduate student? 
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list? 

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

 

 

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to sbeaman at webster.edu

	
	
	-------------------------------
	National Institute for Literacy
	Special Topics mailing list
	SpecialTopics at nifl.gov
	To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/SpecialTopics
	Email delivered to wfagan at mun.ca

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From c-gentry at cox.net  Mon Aug 20 16:56:00 2007
From: c-gentry at cox.net (cheryl gentry)
Date: Mon, 20 Aug 2007 13:56:00 -0700
Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics
References: <C2EF14B7.916B%sbeaman@webster.edu><F8B02BCA-29F5-4ACA-89D0-59BF83D0F33E@mun.ca>
	<9BD100EEFBE35A4092F56A9E6763EC3902B45AFE@mail3.uno.edu>
Message-ID: <004c01c7e36c$83993ee0$6401a8c0@upmaster>

I teach GED in a prison in Norco, California. Would love a discussion on 
correctional education.Cheryl Gentry
----- Original Message ----- 
From: "Cecil J Killacky" <ckillack at uno.edu>
To: <specialtopics at nifl.gov>
Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall" 
<rcshall at bellsouth.net>
Sent: Monday, August 20, 2007 11:44 AM
Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics

Greetings - if there is an interest in corrections education, I have
suggested two potential "panelists" to David who have recently
completed doctoral dissertations that involved interviews with
incarcerated individuals. While not focused specifically on literacy -
their research does give voice to the views of students from whom we
do not hear often if at all (i.e. actually incarcerated individuals).
One paper focused on perceptions about corrections education, and the
other about K-12 experiences of drop-outs who are now incarcerated
----------- each with a view to informing current educators about
potential efforts to deter current students from such future ends.

Cheers

Jim Killacky

________________________________

Colleagues,

The Special Topics discussion list has had several discussions since
May, 2006,  and they are listed below. We have plans for two more
discussions through September, not including this one that begins
today.

This week, we would like to hear your ideas for the Special Topics
List. To start off, here are seven questions, not in any particular
order. You can answer one, several or all of them.

1. What topics would you like to suggest we discuss here?
2. What guests -- or kinds of guests -- would you like to see invited?

3. Based on what you have seen so far, what would you like to see
emphasized in the future?
4. What discussions have we had that you think deserve follow-up, and
what areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your
professional development. How could the content of the discussions
better meet your needs as a teacher, tutor, state or program level
administrator, counselor, curriculum or professional developer,
researcher or graduate student?
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list?

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to sbeaman at webster.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go
to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to wfagan at mun.ca

--------------------------------------------------------------------------------

> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to c-gentry at cox.net 

From MMaralit at NIFL.gov  Mon Aug 20 17:40:10 2007
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Mon, 20 Aug 2007 17:40:10 -0400
Subject: [SpecialTopics 516] REGISTER for the August 29 Health Literacy
	Webcast
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B15382DD4@wdcrobe2m03.ed.gov>

REGISTER for the August 29 Webcast: Health Literacy of America's Adults: 
Results from the 2003 National Assessment of Adult Literacy 

WHEN: August 29, 2007 
1:30 PM - 3:00 PM Eastern Time 
12:30 PM - 2:00 PM Central Time 
11:30 AM - 1:00 PM Mountain Time 
10:30 AM - 12:00 AM Pacific Time 

*To Register, go to:
http://www.nifl.gov/nifl/webcasts/NAALhealth/webcast0829.html * 

Be sure to mark your calendar for Wednesday, August 29.  Once you have
registered, you will receive a confirmation email that gives you more
information on how to tune in for the webcast on August 29. (Please note,
you will need either Windows Media Player or Real Player to view the
webcast.  More instructions will be provided, once you have registered.)

For more information about this webcast or The National Institute for 
Literacy, go to: http://www.nifl.gov. 

----------------------------------------------------------------------------

The August 29 webcast will focus on the Health Literacy of America's Adults:

Results of the National Assessment of Adult Literacy (NAAL) 2003. 

The live webcast will feature: 
* Dr. Sheida White directs the National Assessment of Adult Literacy 
at the National Center for Education Statistics (or NCES). Her doctoral 
degree is in linguistics from Georgetown University. 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. Dr. White has taught non-native English speaking adults. She 
created a guided reading program to address the reading comprehension needs 
of slow readers. Her articles have appeared in journals such as "Language in

Society" and "Reading Research Quarterly". 

* Other panelists: TBA. 
* The webcast will be moderated by Dr. Sandra 
L. Baxter, Director of the National Institute for Literacy. 

-------------------------- 

The National Institute for Literacy has hosted a number of web casts 
presenting information, findings and results from the National Assessment of

Adult Literacy (NAAL), for more information on these webcast, please go to: 
http://www.nifl.gov/nifl/NAAL2003.html.

From Janet_Isserlis at brown.edu  Mon Aug 20 17:47:22 2007
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Mon, 20 Aug 2007 17:47:22 -0400
Subject: [SpecialTopics 518] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <C2EF14B7.916B%sbeaman@webster.edu>
Message-ID: <C2EF842A.19E5C%Janet_Isserlis@brown.edu>

> All
> 
> so many engaging topics have been raised, that I hesitate to add anything to
> the already rich list.
> 
> It seems that this list, with a broad focus (that is, we can inform which
> special topic is to be chosen as opposed to other lists with particular
> interests) - I'm wondering if we might use the suggestions ? perhaps combining
> some (e.g. questions around corrections, others around data and its use, ways
> we represent and talk about/advocate for the field and ways in which learners
> are part of that process, for example) - so that we might focus for a week or
> two on these topics in whatever sequence David or others might propose.
> 
> The one thing I would ask is that maybe we begin some of those discussions
> "ourselves" before inviting guests in.  I say this not to exclude guests, but
> because sometimes it seems one or another list is hosting a guest moderated
> event at the same time that another list is also hosting one, and so it feels
> that we don't always have time to really reflect and contribute as we'd like
> it.
> 
> It could be that with 'just us' questions will bubble up that we can then seek
> responses to/input from others with particular expertise?
> 
> at any rate, the list does provide much fodder for PD, for me ? for my own
> learning, for pieces I pass along to others, and (for reference) through its
> archives.
> 
> I'd love it if we could slow down and really pace ourselves between
> conversations,. but maybe that's just me feeling whelmed ? to- overwhelmed
> much of the time.
> 
> thanks
> 
> Janet
> 
> 1. What topics would you like to suggest we discuss here??
> 2. What guests -- or kinds of guests -- would you like to see invited??
> 3. Based on what you have seen so far, what would you like to see emphasized
> in the future?
> 4. What discussions have we had that you think deserve follow-up, and what
> areas do we need to probe in more depth?
> 5. Consider the Special Topics discussion list as part of your professional
> development. How could the content of the discussions better meet your needs
> as a teacher, tutor, state or program level administrator, counselor,
> curriculum or professional developer, researcher or graduate student??
> 6. What topics aren't covered by other discussion lists that might be
> addressed on the Special Topics list?
> 7. What would you like to be different on the Special Topics list??
> 
> Discussions Held to Date
> 
> ? ? * The Adult Reading Components Study
> ? ? * Persistence
> ? ? * Formative Assessment
> ? ? * Corrections Family Literacy and Transition to the Community
> ? ? * What Works for Adult ESL Students
> ? ? * Community Literacy
> ? ? * GED Earnings Outcomes
> 
> Discussions Planned for August and September
> 
> ? ? * Subscribers' Ideas for Special Topics : August 20 -24 (this discussion)
> ? ? * What International Literacy Programs offer Programs in the U.S.:
> September 7 -14
> ? ? * Components of Numeracy: September 17 -21
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
>  
> 
> 
> 
>  
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to sbeaman at webster.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to janet_isserlis at brown.edu

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From cheryl_diamond at msn.com  Tue Aug 21 08:23:45 2007
From: cheryl_diamond at msn.com (Cheryl Diamond)
Date: Tue, 21 Aug 2007 08:23:45 -0400
Subject: [SpecialTopics 519] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <02A60270-82B4-49F2-953E-3345371E878F@comcast.net>
References: <02A60270-82B4-49F2-953E-3345371E878F@comcast.net>
Message-ID: <BAY106-W27A273005D54D181C82C75F7D40@phx.gbl>

Hello, 
 
I would like to add the following topic for discussion: how do we grab the attention of the general tax-paying population and major funding organizations to the critical need of literacy programs.  I have  seen the extensive research and results but not seen strategies to engage the general and specific populations. 
Thank you. Cheryl Diamond

To: specialtopics at nifl.govFrom: djrosen at comcast.netDate: Sun, 19 Aug 2007 20:38:16 -0400Subject: [SpecialTopics 507] Subscribers' Ideas for Special Topics
Colleagues,

The Special Topics discussion list has had several discussions since May, 2006,  and they are listed below. We have plans for two more discussions through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics List. To start off, here are seven questions, not in any particular order. You can answer one, several or all of them. 

1. What topics would you like to suggest we discuss here? 
2. What guests -- or kinds of guests -- would you like to see invited? 
3. Based on what you have seen so far, what would you like to see emphasized in the future?
4. What discussions have we had that you think deserve follow-up, and what areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your professional development. How could the content of the discussions better meet your needs as a teacher, tutor, state or program level administrator, counselor, curriculum or professional developer, researcher or graduate student? 
6. What topics aren't covered by other discussion lists that might be addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list? 

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this discussion)
    * What International Literacy Programs offer Programs in the U.S.: September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------- next part --------------
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From jengel at communityaction.com  Tue Aug 21 11:22:51 2007
From: jengel at communityaction.com (Jon Engel)
Date: Tue, 21 Aug 2007 10:22:51 -0500
Subject: [SpecialTopics 520] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <BAY106-W27A273005D54D181C82C75F7D40@phx.gbl>
References: <02A60270-82B4-49F2-953E-3345371E878F@comcast.net>
	<BAY106-W27A273005D54D181C82C75F7D40@phx.gbl>
Message-ID: <004801c7e407$2658b440$a800000a@cainc.local>

Good Morning,

 

I agree with Cheryl's sentiment.  I remember that there was a big push along
these lines in the wake of the 2000 National Literacy Summit.  It was called
>From the Margins to the Mainstream and Action Agenda for Literacy.  Seven
years later we are still very clearly at the margins.  Was it the wrong
agenda?  In a nutshell, the agenda was three pronged.  

 

Priority 1- Resources

Priority 2- Access

Priority 3- Quality

 

Could we somehow use the discussion list to revisit and reformulate and
Action Agenda?  As a first thought, I would think that Priority 1 would be
answering the following question.  How do we make a compelling case to the
general public, the media, the politicians, and policy makers that the
achievement of universal adult literacy (in English) is central to the
preservation of our nation's founding principles as well as our social and
economic well being?

 

Jon Engel

San Marcos, Texas

 

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Cheryl Diamond
Sent: Tuesday, August 21, 2007 7:24 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 519] Re: Subscribers' Ideas for Special Topics

 

Hello, 
 
I would like to add the following topic for discussion: how do we grab the
attention of the general tax-paying population and major funding
organizations to the critical need of literacy programs.  I have  seen the
extensive research and results but not seen strategies to engage the general
and specific populations. 
Thank you. Cheryl Diamond

  _____  

To: specialtopics at nifl.gov
From: djrosen at comcast.net
Date: Sun, 19 Aug 2007 20:38:16 -0400
Subject: [SpecialTopics 507] Subscribers' Ideas for Special Topics

Colleagues,

 

The Special Topics discussion list has had several discussions since May,
2006,  and they are listed below. We have plans for two more discussions
through September, not including this one that begins today.

 

This week, we would like to hear your ideas for the Special Topics List. To
start off, here are seven questions, not in any particular order. You can
answer one, several or all of them. 

 

1. What topics would you like to suggest we discuss here? 

2. What guests -- or kinds of guests -- would you like to see invited? 

3. Based on what you have seen so far, what would you like to see emphasized
in the future?

4. What discussions have we had that you think deserve follow-up, and what
areas do we need to probe in more depth?

5. Consider the Special Topics discussion list as part of your professional
development. How could the content of the discussions better meet your needs
as a teacher, tutor, state or program level administrator, counselor,
curriculum or professional developer, researcher or graduate student? 

6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?

7. What would you like to be different on the Special Topics list? 

 

Discussions Held to Date

 

    * The Adult Reading Components Study

    * Persistence

    * Formative Assessment

    * Corrections Family Literacy and Transition to the Community

    * What Works for Adult ESL Students

    * Community Literacy

    * GED Earnings Outcomes

 

Discussions Planned for August and September

 

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)

    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14

    * Components of Numeracy: September 17 -21

 

 

David J. Rosen

Special Topics Discussion Moderator

djrosen at comcast.net

 

 

 

 

 

 

-------------- next part --------------
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From Carolyn.Buser at ed.gov  Tue Aug 21 09:39:21 2007
From: Carolyn.Buser at ed.gov (Buser, Carolyn)
Date: Tue, 21 Aug 2007 09:39:21 -0400
Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics
Message-ID: <4313AD4429551F4595A8A414A660C75F1035C0DF@wdcrobe2m05.ed.gov>

	I too would like to see a discussion on correctional education.  It
is absolutely the greatest investment return in all of adult education.
Several panelists might be John Linton, former correctional educator and now
Director of Correctional Education for the U.S. Department of Education,
Bill Muth, former Director of Education for the Federal Bureau of Prisons
and currently a professor of correctional education at Virginia Commonwealth
University, and Steve Steurer, former correctional educator and now
Executive Director of the Correctional Education Association.

Carolyn Buser, Ph.D.
Correctional Education Liaison
Division of Adult Education and Literacy
United States Department of Education
202-245-6697
carolyn.buser at ed.gov

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of cheryl gentry
Sent: Monday, August 20, 2007 4:56 PM
To: specialtopics at nifl.gov
Cc: Shannon Lafargue; Renee Hall
Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics

I teach GED in a prison in Norco, California. Would love a discussion on
correctional education.Cheryl Gentry
----- Original Message -----
From: "Cecil J Killacky" <ckillack at uno.edu>
To: <specialtopics at nifl.gov>
Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall" 
<rcshall at bellsouth.net>
Sent: Monday, August 20, 2007 11:44 AM
Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics

Greetings - if there is an interest in corrections education, I have
suggested two potential "panelists" to David who have recently completed
doctoral dissertations that involved interviews with incarcerated
individuals. While not focused specifically on literacy - their research
does give voice to the views of students from whom we do not hear often if
at all (i.e. actually incarcerated individuals).
One paper focused on perceptions about corrections education, and the other
about K-12 experiences of drop-outs who are now incarcerated
----------- each with a view to informing current educators about potential
efforts to deter current students from such future ends.

Cheers

Jim Killacky

________________________________

Colleagues,

The Special Topics discussion list has had several discussions since May,
2006,  and they are listed below. We have plans for two more discussions
through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics List. To
start off, here are seven questions, not in any particular order. You can
answer one, several or all of them.

1. What topics would you like to suggest we discuss here?
2. What guests -- or kinds of guests -- would you like to see invited?

3. Based on what you have seen so far, what would you like to see emphasized
in the future?
4. What discussions have we had that you think deserve follow-up, and what
areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your professional
development. How could the content of the discussions better meet your needs
as a teacher, tutor, state or program level administrator, counselor,
curriculum or professional developer, researcher or graduate student?
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list?

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to sbeaman at webster.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to wfagan at mun.ca

----------------------------------------------------------------------------
----

> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to c-gentry at cox.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to carolyn.buser at ed.gov

From JURMO at ucc.edu  Tue Aug 21 12:01:56 2007
From: JURMO at ucc.edu (JURMO at ucc.edu)
Date: Tue, 21 Aug 2007 12:01:56 -0400
Subject: [SpecialTopics 522] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <4313AD4429551F4595A8A414A660C75F1035C0DF@wdcrobe2m05.ed.gov>
Message-ID: <355865D6A500D84D960A0083B5FFF71F029FE793@crexc02.campus.ucc.edu>

After I sent my wish list yesterday, I realized that I had left
correctional ed/prisoner re-entry off my list.  I agree that helping
ex-offenders transition to productive lives has tremendous implications
for our society.  We are starting a new program and could benefit from
learning from others who are already running successful programs.  

Paul Jurmo, Ed.D.
Dean, Economic Development and Continuing Education
Union County College
12-24 West Jersey Street
Elizabeth, NJ  07202
908-659-5103 telephone  
908-965-6010 fax
Jurmo at ucc.edu 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Buser, Carolyn
Sent: Tuesday, August 21, 2007 9:39 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics

	I too would like to see a discussion on correctional education.
It is absolutely the greatest investment return in all of adult
education.
Several panelists might be John Linton, former correctional educator and
now Director of Correctional Education for the U.S. Department of
Education, Bill Muth, former Director of Education for the Federal
Bureau of Prisons and currently a professor of correctional education at
Virginia Commonwealth University, and Steve Steurer, former correctional
educator and now Executive Director of the Correctional Education
Association.

Carolyn Buser, Ph.D.
Correctional Education Liaison
Division of Adult Education and Literacy United States Department of
Education
202-245-6697
carolyn.buser at ed.gov

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
On Behalf Of cheryl gentry
Sent: Monday, August 20, 2007 4:56 PM
To: specialtopics at nifl.gov
Cc: Shannon Lafargue; Renee Hall
Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics

I teach GED in a prison in Norco, California. Would love a discussion on
correctional education.Cheryl Gentry
----- Original Message -----
From: "Cecil J Killacky" <ckillack at uno.edu>
To: <specialtopics at nifl.gov>
Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall" 
<rcshall at bellsouth.net>
Sent: Monday, August 20, 2007 11:44 AM
Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics

Greetings - if there is an interest in corrections education, I have
suggested two potential "panelists" to David who have recently completed
doctoral dissertations that involved interviews with incarcerated
individuals. While not focused specifically on literacy - their research
does give voice to the views of students from whom we do not hear often
if at all (i.e. actually incarcerated individuals).
One paper focused on perceptions about corrections education, and the
other about K-12 experiences of drop-outs who are now incarcerated
----------- each with a view to informing current educators about
potential efforts to deter current students from such future ends.

Cheers

Jim Killacky

________________________________

Colleagues,

The Special Topics discussion list has had several discussions since
May, 2006,  and they are listed below. We have plans for two more
discussions through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics List.
To start off, here are seven questions, not in any particular order. You
can answer one, several or all of them.

1. What topics would you like to suggest we discuss here?
2. What guests -- or kinds of guests -- would you like to see invited?

3. Based on what you have seen so far, what would you like to see
emphasized in the future?
4. What discussions have we had that you think deserve follow-up, and
what areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your
professional development. How could the content of the discussions
better meet your needs as a teacher, tutor, state or program level
administrator, counselor, curriculum or professional developer,
researcher or graduate student?
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list?

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to sbeaman at webster.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to wfagan at mun.ca

------------------------------------------------------------------------
----
----

> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to c-gentry at cox.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to carolyn.buser at ed.gov

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to jurmo at ucc.edu

From Taylor.Stoehr at umb.edu  Tue Aug 21 11:32:20 2007
From: Taylor.Stoehr at umb.edu (Taylor Stoehr)
Date: Tue, 21 Aug 2007 11:32:20 -0400
Subject: [SpecialTopics 523] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <4313AD4429551F4595A8A414A660C75F1035C0DF@wdcrobe2m05.ed.gov>
References: <4313AD4429551F4595A8A414A660C75F1035C0DF@wdcrobe2m05.ed.gov>
Message-ID: <5ACB5AED488C2F44A5B4B8FEA0B0F122B76960@ebe3.umassb.net>

Corrections education is the most important issue in the US today.  I'd
be eager to be a part of that discussion.

Taylor Stoehr
Facilitator, Changing Lives Through Literature (alternative sentencing
program in Massachusetts courts and 6 other states)

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Buser, Carolyn
Sent: Tuesday, August 21, 2007 9:39 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics

	I too would like to see a discussion on correctional education.
It
is absolutely the greatest investment return in all of adult education.
Several panelists might be John Linton, former correctional educator and
now
Director of Correctional Education for the U.S. Department of Education,
Bill Muth, former Director of Education for the Federal Bureau of
Prisons
and currently a professor of correctional education at Virginia
Commonwealth
University, and Steve Steurer, former correctional educator and now
Executive Director of the Correctional Education Association.

Carolyn Buser, Ph.D.
Correctional Education Liaison
Division of Adult Education and Literacy
United States Department of Education
202-245-6697
carolyn.buser at ed.gov

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
On Behalf Of cheryl gentry
Sent: Monday, August 20, 2007 4:56 PM
To: specialtopics at nifl.gov
Cc: Shannon Lafargue; Renee Hall
Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics

I teach GED in a prison in Norco, California. Would love a discussion on
correctional education.Cheryl Gentry
----- Original Message -----
From: "Cecil J Killacky" <ckillack at uno.edu>
To: <specialtopics at nifl.gov>
Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall" 
<rcshall at bellsouth.net>
Sent: Monday, August 20, 2007 11:44 AM
Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics

Greetings - if there is an interest in corrections education, I have
suggested two potential "panelists" to David who have recently completed
doctoral dissertations that involved interviews with incarcerated
individuals. While not focused specifically on literacy - their research
does give voice to the views of students from whom we do not hear often
if
at all (i.e. actually incarcerated individuals).
One paper focused on perceptions about corrections education, and the
other
about K-12 experiences of drop-outs who are now incarcerated
----------- each with a view to informing current educators about
potential
efforts to deter current students from such future ends.

Cheers

Jim Killacky

________________________________

Colleagues,

The Special Topics discussion list has had several discussions since
May,
2006,  and they are listed below. We have plans for two more discussions
through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics List.
To
start off, here are seven questions, not in any particular order. You
can
answer one, several or all of them.

1. What topics would you like to suggest we discuss here?
2. What guests -- or kinds of guests -- would you like to see invited?

3. Based on what you have seen so far, what would you like to see
emphasized
in the future?
4. What discussions have we had that you think deserve follow-up, and
what
areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your
professional
development. How could the content of the discussions better meet your
needs
as a teacher, tutor, state or program level administrator, counselor,
curriculum or professional developer, researcher or graduate student?
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list?

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to sbeaman at webster.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to wfagan at mun.ca

------------------------------------------------------------------------
----
----

> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to c-gentry at cox.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to carolyn.buser at ed.gov

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to taylor.stoehr at umb.edu

From wrmuth at vcu.edu  Tue Aug 21 14:08:15 2007
From: wrmuth at vcu.edu (William R Muth/FS/VCU)
Date: Tue, 21 Aug 2007 14:08:15 -0400
Subject: [SpecialTopics 524] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <5ACB5AED488C2F44A5B4B8FEA0B0F122B76960@ebe3.umassb.net>
Message-ID: <OF298E378A.0958AE6F-ON8525733E.00631ED6-8525733E.0063A275@vcu.edu>

Last fall NIFL supported a special topic discussion on correctional 
education. I could not find it on the ALE Wiki, but will plan to edit and 
post that discussion to the Wiki by the end of August (unless I've 
overlooked it & it's already out there?). It might be a good starting 
point for a discussion this fall... 
Bill Muth

"Taylor Stoehr" <Taylor.Stoehr at umb.edu> 
Sent by: specialtopics-bounces at nifl.gov
08/21/2007 01:20 PM
Please respond to
specialtopics at nifl.gov

To
<specialtopics at nifl.gov>
cc

Subject
[SpecialTopics 523] Re: Subscribers' Ideas for Special Topics

Corrections education is the most important issue in the US today.  I'd
be eager to be a part of that discussion.

Taylor Stoehr
Facilitator, Changing Lives Through Literature (alternative sentencing
program in Massachusetts courts and 6 other states)

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Buser, Carolyn
Sent: Tuesday, August 21, 2007 9:39 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics

                 I too would like to see a discussion on correctional 
education.
It
is absolutely the greatest investment return in all of adult education.
Several panelists might be John Linton, former correctional educator and
now
Director of Correctional Education for the U.S. Department of Education,
Bill Muth, former Director of Education for the Federal Bureau of
Prisons
and currently a professor of correctional education at Virginia
Commonwealth
University, and Steve Steurer, former correctional educator and now
Executive Director of the Correctional Education Association.

Carolyn Buser, Ph.D.
Correctional Education Liaison
Division of Adult Education and Literacy
United States Department of Education
202-245-6697
carolyn.buser at ed.gov

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
On Behalf Of cheryl gentry
Sent: Monday, August 20, 2007 4:56 PM
To: specialtopics at nifl.gov
Cc: Shannon Lafargue; Renee Hall
Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics

I teach GED in a prison in Norco, California. Would love a discussion on
correctional education.Cheryl Gentry
----- Original Message -----
From: "Cecil J Killacky" <ckillack at uno.edu>
To: <specialtopics at nifl.gov>
Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall" 
<rcshall at bellsouth.net>
Sent: Monday, August 20, 2007 11:44 AM
Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics

Greetings - if there is an interest in corrections education, I have
suggested two potential "panelists" to David who have recently completed
doctoral dissertations that involved interviews with incarcerated
individuals. While not focused specifically on literacy - their research
does give voice to the views of students from whom we do not hear often
if
at all (i.e. actually incarcerated individuals).
One paper focused on perceptions about corrections education, and the
other
about K-12 experiences of drop-outs who are now incarcerated
----------- each with a view to informing current educators about
potential
efforts to deter current students from such future ends.

Cheers

Jim Killacky

________________________________

Colleagues,

The Special Topics discussion list has had several discussions since
May,
2006,  and they are listed below. We have plans for two more discussions
through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics List.
To
start off, here are seven questions, not in any particular order. You
can
answer one, several or all of them.

1. What topics would you like to suggest we discuss here?
2. What guests -- or kinds of guests -- would you like to see invited?

3. Based on what you have seen so far, what would you like to see
emphasized
in the future?
4. What discussions have we had that you think deserve follow-up, and
what
areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your
professional
development. How could the content of the discussions better meet your
needs
as a teacher, tutor, state or program level administrator, counselor,
curriculum or professional developer, researcher or graduate student?
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list?

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to sbeaman at webster.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to wfagan at mun.ca

------------------------------------------------------------------------
----
----

> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to c-gentry at cox.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to carolyn.buser at ed.gov

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to taylor.stoehr at umb.edu
-------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to wrmuth at vcu.edu

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From lainemarsh at optonline.net  Tue Aug 21 14:36:40 2007
From: lainemarsh at optonline.net (Helaine Marshall)
Date: Tue, 21 Aug 2007 14:36:40 -0400
Subject: [SpecialTopics 525] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <5ACB5AED488C2F44A5B4B8FEA0B0F122B76960@ebe3.umassb.net>
Message-ID: <BK-OWAv507arp3Sbmou0000234d@BK-OWA.liunet.edu>

Literacy Volunteers of Westchester County is currently working on a
Corrections Education version for their bilingual low-literate EL/Civics
curriculum (Civics for Immigrants: From Native Language to English Literacy)
and it is interesting to see what changes need to be made in language,
content, and tasks.  I would be curious about how others see the
differences, specifically with regard to civics topics and tasks.  
Helaine Marshall
Consultant LVWC

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Taylor Stoehr
Sent: Tuesday, August 21, 2007 11:32 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 523] Re: Subscribers' Ideas for Special Topics

Corrections education is the most important issue in the US today.  I'd
be eager to be a part of that discussion.

Taylor Stoehr
Facilitator, Changing Lives Through Literature (alternative sentencing
program in Massachusetts courts and 6 other states)

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Buser, Carolyn
Sent: Tuesday, August 21, 2007 9:39 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics

	I too would like to see a discussion on correctional education.
It
is absolutely the greatest investment return in all of adult education.
Several panelists might be John Linton, former correctional educator and
now
Director of Correctional Education for the U.S. Department of Education,
Bill Muth, former Director of Education for the Federal Bureau of
Prisons
and currently a professor of correctional education at Virginia
Commonwealth
University, and Steve Steurer, former correctional educator and now
Executive Director of the Correctional Education Association.

Carolyn Buser, Ph.D.
Correctional Education Liaison
Division of Adult Education and Literacy
United States Department of Education
202-245-6697
carolyn.buser at ed.gov

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
On Behalf Of cheryl gentry
Sent: Monday, August 20, 2007 4:56 PM
To: specialtopics at nifl.gov
Cc: Shannon Lafargue; Renee Hall
Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics

I teach GED in a prison in Norco, California. Would love a discussion on
correctional education.Cheryl Gentry
----- Original Message -----
From: "Cecil J Killacky" <ckillack at uno.edu>
To: <specialtopics at nifl.gov>
Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall" 
<rcshall at bellsouth.net>
Sent: Monday, August 20, 2007 11:44 AM
Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics

Greetings - if there is an interest in corrections education, I have
suggested two potential "panelists" to David who have recently completed
doctoral dissertations that involved interviews with incarcerated
individuals. While not focused specifically on literacy - their research
does give voice to the views of students from whom we do not hear often
if
at all (i.e. actually incarcerated individuals).
One paper focused on perceptions about corrections education, and the
other
about K-12 experiences of drop-outs who are now incarcerated
----------- each with a view to informing current educators about
potential
efforts to deter current students from such future ends.

Cheers

Jim Killacky

________________________________

Colleagues,

The Special Topics discussion list has had several discussions since
May,
2006,  and they are listed below. We have plans for two more discussions
through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics List.
To
start off, here are seven questions, not in any particular order. You
can
answer one, several or all of them.

1. What topics would you like to suggest we discuss here?
2. What guests -- or kinds of guests -- would you like to see invited?

3. Based on what you have seen so far, what would you like to see
emphasized
in the future?
4. What discussions have we had that you think deserve follow-up, and
what
areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your
professional
development. How could the content of the discussions better meet your
needs
as a teacher, tutor, state or program level administrator, counselor,
curriculum or professional developer, researcher or graduate student?
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list?

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to sbeaman at webster.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to wfagan at mun.ca

------------------------------------------------------------------------
----
----

> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to c-gentry at cox.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to carolyn.buser at ed.gov

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to taylor.stoehr at umb.edu
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to lainemarsh at optonline.net

From aburruss2 at cox.net  Tue Aug 21 14:43:54 2007
From: aburruss2 at cox.net (aburruss2 at cox.net)
Date: Tue, 21 Aug 2007 14:43:54 -0400
Subject: [SpecialTopics 524] Re: Subscribers' Ideas for Special Topics
Message-ID: <26741534.1187721834197.JavaMail.root@eastrmwml14.mgt.cox.net>

This is EXCITING!!!  I deal with the education of inmates in our local jail - some of whom are awaiting transfer to the penetentiary.  I am particularly intererested in how other programs arer funded, as ours is volunteer instruction and jail paid testing for the GED.  Allso, interested in approaches for special education for those whose services have not existed for many years.
---- Taylor Stoehr <Taylor.Stoehr at umb.edu> wrote: 
> Corrections education is the most important issue in the US today.  I'd
> be eager to be a part of that discussion.
> 
> Taylor Stoehr
> Facilitator, Changing Lives Through Literature (alternative sentencing
> program in Massachusetts courts and 6 other states)
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Buser, Carolyn
> Sent: Tuesday, August 21, 2007 9:39 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics
> 
> 
> 
> 	I too would like to see a discussion on correctional education.
> It
> is absolutely the greatest investment return in all of adult education.
> Several panelists might be John Linton, former correctional educator and
> now
> Director of Correctional Education for the U.S. Department of Education,
> Bill Muth, former Director of Education for the Federal Bureau of
> Prisons
> and currently a professor of correctional education at Virginia
> Commonwealth
> University, and Steve Steurer, former correctional educator and now
> Executive Director of the Correctional Education Association.
> 
> Carolyn Buser, Ph.D.
> Correctional Education Liaison
> Division of Adult Education and Literacy
> United States Department of Education
> 202-245-6697
> carolyn.buser at ed.gov
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of cheryl gentry
> Sent: Monday, August 20, 2007 4:56 PM
> To: specialtopics at nifl.gov
> Cc: Shannon Lafargue; Renee Hall
> Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics
> 
> I teach GED in a prison in Norco, California. Would love a discussion on
> correctional education.Cheryl Gentry
> ----- Original Message -----
> From: "Cecil J Killacky" <ckillack at uno.edu>
> To: <specialtopics at nifl.gov>
> Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall" 
> <rcshall at bellsouth.net>
> Sent: Monday, August 20, 2007 11:44 AM
> Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics
> 
> 
> Greetings - if there is an interest in corrections education, I have
> suggested two potential "panelists" to David who have recently completed
> doctoral dissertations that involved interviews with incarcerated
> individuals. While not focused specifically on literacy - their research
> does give voice to the views of students from whom we do not hear often
> if
> at all (i.e. actually incarcerated individuals).
> One paper focused on perceptions about corrections education, and the
> other
> about K-12 experiences of drop-outs who are now incarcerated
> ----------- each with a view to informing current educators about
> potential
> efforts to deter current students from such future ends.
> 
> Cheers
> 
> Jim Killacky
> 
> ________________________________
> 
> Colleagues,
> 
> The Special Topics discussion list has had several discussions since
> May,
> 2006,  and they are listed below. We have plans for two more discussions
> through September, not including this one that begins today.
> 
> This week, we would like to hear your ideas for the Special Topics List.
> To
> start off, here are seven questions, not in any particular order. You
> can
> answer one, several or all of them.
> 
> 1. What topics would you like to suggest we discuss here?
> 2. What guests -- or kinds of guests -- would you like to see invited?
> 
> 3. Based on what you have seen so far, what would you like to see
> emphasized
> in the future?
> 4. What discussions have we had that you think deserve follow-up, and
> what
> areas do we need to probe in more depth?
> 5. Consider the Special Topics discussion list as part of your
> professional
> development. How could the content of the discussions better meet your
> needs
> as a teacher, tutor, state or program level administrator, counselor,
> curriculum or professional developer, researcher or graduate student?
> 6. What topics aren't covered by other discussion lists that might be
> addressed on the Special Topics list?
> 7. What would you like to be different on the Special Topics list?
> 
> Discussions Held to Date
> 
>     * The Adult Reading Components Study
>     * Persistence
>     * Formative Assessment
>     * Corrections Family Literacy and Transition to the Community
>     * What Works for Adult ESL Students
>     * Community Literacy
>     * GED Earnings Outcomes
> 
> Discussions Planned for August and September
> 
>     * Subscribers' Ideas for Special Topics : August 20 -24 (this
> discussion)
>     * What International Literacy Programs offer Programs in the U.S.:
> September 7 -14
>     * Components of Numeracy: September 17 -21
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> ________________________________
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to sbeaman at webster.edu
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to wfagan at mun.ca
> 
> 
> 
> 
> 
> ------------------------------------------------------------------------
> ----
> ----
> 
> 
> > -------------------------------
> > National Institute for Literacy
> > Special Topics mailing list
> > SpecialTopics at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > Email delivered to c-gentry at cox.net
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to carolyn.buser at ed.gov
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to taylor.stoehr at umb.edu
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to aburruss2 at cox.net

From sandras at u.washington.edu  Tue Aug 21 13:08:46 2007
From: sandras at u.washington.edu (Sandra Smith)
Date: Tue, 21 Aug 2007 10:08:46 -0700
Subject: [SpecialTopics 525] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <004801c7e407$2658b440$a800000a@cainc.local>
References: <02A60270-82B4-49F2-953E-3345371E878F@comcast.net>	<BAY106-W27A273005D54D181C82C75F7D40@phx.gbl>
	<004801c7e407$2658b440$a800000a@cainc.local>
Message-ID: <!&!AAAAAAAAAAAYAAAAAAAAAOZ+i0N6WFZAmGa1j4e7H0bCgAAAEAAAABCs2IPQrO9KiQqQ4lcpTB0BAAAAAA==@u.washington.edu>

George H Bush brought literacy to the national agenda in the early 1990s by
tying it to national goals, notably global competitiveness and civic
participation. He put into place the necessary structure to keep literacy on
the agenda and to actively promote adult functional literacy. George W
defunded the structure and the programs. Simply funding the existing
structure as envisioned and legislated would be a new jump start. SS 

 

Sandra Smith, MPH CHES

800-444-8806  206 -441-7046

www.BeginningsGuides.net

sandras at u.washington.edu

 

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Jon Engel
Sent: Tuesday, August 21, 2007 8:23 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 520] Re: Subscribers' Ideas for Special Topics

 

Good Morning,

 

I agree with Cheryl's sentiment.  I remember that there was a big push along
these lines in the wake of the 2000 National Literacy Summit.  It was called
>From the Margins to the Mainstream and Action Agenda for Literacy.  Seven
years later we are still very clearly at the margins.  Was it the wrong
agenda?  In a nutshell, the agenda was three pronged.  

 

Priority 1- Resources

Priority 2- Access

Priority 3- Quality

 

Could we somehow use the discussion list to revisit and reformulate and
Action Agenda?  As a first thought, I would think that Priority 1 would be
answering the following question.  How do we make a compelling case to the
general public, the media, the politicians, and policy makers that the
achievement of universal adult literacy (in English) is central to the
preservation of our nation's founding principles as well as our social and
economic well being?

 

Jon Engel

San Marcos, Texas

 

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Cheryl Diamond
Sent: Tuesday, August 21, 2007 7:24 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 519] Re: Subscribers' Ideas for Special Topics

 

Hello, 
 
I would like to add the following topic for discussion: how do we grab the
attention of the general tax-paying population and major funding
organizations to the critical need of literacy programs.  I have  seen the
extensive research and results but not seen strategies to engage the general
and specific populations. 
Thank you. Cheryl Diamond

  _____  

To: specialtopics at nifl.gov
From: djrosen at comcast.net
Date: Sun, 19 Aug 2007 20:38:16 -0400
Subject: [SpecialTopics 507] Subscribers' Ideas for Special Topics

Colleagues,

 

The Special Topics discussion list has had several discussions since May,
2006,  and they are listed below. We have plans for two more discussions
through September, not including this one that begins today.

 

This week, we would like to hear your ideas for the Special Topics List. To
start off, here are seven questions, not in any particular order. You can
answer one, several or all of them. 

 

1. What topics would you like to suggest we discuss here? 

2. What guests -- or kinds of guests -- would you like to see invited? 

3. Based on what you have seen so far, what would you like to see emphasized
in the future?

4. What discussions have we had that you think deserve follow-up, and what
areas do we need to probe in more depth?

5. Consider the Special Topics discussion list as part of your professional
development. How could the content of the discussions better meet your needs
as a teacher, tutor, state or program level administrator, counselor,
curriculum or professional developer, researcher or graduate student? 

6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?

7. What would you like to be different on the Special Topics list? 

 

Discussions Held to Date

 

    * The Adult Reading Components Study

    * Persistence

    * Formative Assessment

    * Corrections Family Literacy and Transition to the Community

    * What Works for Adult ESL Students

    * Community Literacy

    * GED Earnings Outcomes

 

Discussions Planned for August and September

 

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)

    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14

    * Components of Numeracy: September 17 -21

 

 

David J. Rosen

Special Topics Discussion Moderator

djrosen at comcast.net

 

 

 

 

 

 

-------------- next part --------------
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From williamsk at readingworks.net  Tue Aug 21 16:38:09 2007
From: williamsk at readingworks.net (Karen Williams)
Date: Tue, 21 Aug 2007 13:38:09 -0700
Subject: [SpecialTopics 526] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <26741534.1187721834197.JavaMail.root@eastrmwml14.mgt.cox.net>
Message-ID: <01ac01c7e433$2fc45710$0701a8c0@KAREN>

Our jail education program at the local county jail is paid for by Inmate
Welfare Funds which are the proceeds from inmate telephone usage and profits
from the commissary and they have to be used for the benefit of the inmates
and not be required to be provided by law. These funds are overseen by a
committee of jail personnel and one community person.  If you have such a
fund in your county, I would inquire about funding for your program.

Karen Williams, Director
Stanislaus Literacy Center
1224 I Street
Modesto, CA  95354
Phone: 209-522-0656 Fax: 209-522-0658

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of aburruss2 at cox.net
Sent: Tuesday, August 21, 2007 11:44 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 524] Re: Subscribers' Ideas for Special Topics

This is EXCITING!!!  I deal with the education of inmates in our local jail
- some of whom are awaiting transfer to the penetentiary.  I am particularly
intererested in how other programs arer funded, as ours is volunteer
instruction and jail paid testing for the GED.  Allso, interested in
approaches for special education for those whose services have not existed
for many years.
---- Taylor Stoehr <Taylor.Stoehr at umb.edu> wrote: 
> Corrections education is the most important issue in the US today.  I'd
> be eager to be a part of that discussion.
> 
> Taylor Stoehr
> Facilitator, Changing Lives Through Literature (alternative sentencing
> program in Massachusetts courts and 6 other states)
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Buser, Carolyn
> Sent: Tuesday, August 21, 2007 9:39 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics
> 
> 
> 
> 	I too would like to see a discussion on correctional education.
> It
> is absolutely the greatest investment return in all of adult education.
> Several panelists might be John Linton, former correctional educator and
> now
> Director of Correctional Education for the U.S. Department of Education,
> Bill Muth, former Director of Education for the Federal Bureau of
> Prisons
> and currently a professor of correctional education at Virginia
> Commonwealth
> University, and Steve Steurer, former correctional educator and now
> Executive Director of the Correctional Education Association.
> 
> Carolyn Buser, Ph.D.
> Correctional Education Liaison
> Division of Adult Education and Literacy
> United States Department of Education
> 202-245-6697
> carolyn.buser at ed.gov
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of cheryl gentry
> Sent: Monday, August 20, 2007 4:56 PM
> To: specialtopics at nifl.gov
> Cc: Shannon Lafargue; Renee Hall
> Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics
> 
> I teach GED in a prison in Norco, California. Would love a discussion on
> correctional education.Cheryl Gentry
> ----- Original Message -----
> From: "Cecil J Killacky" <ckillack at uno.edu>
> To: <specialtopics at nifl.gov>
> Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall" 
> <rcshall at bellsouth.net>
> Sent: Monday, August 20, 2007 11:44 AM
> Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics
> 
> 
> Greetings - if there is an interest in corrections education, I have
> suggested two potential "panelists" to David who have recently completed
> doctoral dissertations that involved interviews with incarcerated
> individuals. While not focused specifically on literacy - their research
> does give voice to the views of students from whom we do not hear often
> if
> at all (i.e. actually incarcerated individuals).
> One paper focused on perceptions about corrections education, and the
> other
> about K-12 experiences of drop-outs who are now incarcerated
> ----------- each with a view to informing current educators about
> potential
> efforts to deter current students from such future ends.
> 
> Cheers
> 
> Jim Killacky
> 
> ________________________________
> 
> Colleagues,
> 
> The Special Topics discussion list has had several discussions since
> May,
> 2006,  and they are listed below. We have plans for two more discussions
> through September, not including this one that begins today.
> 
> This week, we would like to hear your ideas for the Special Topics List.
> To
> start off, here are seven questions, not in any particular order. You
> can
> answer one, several or all of them.
> 
> 1. What topics would you like to suggest we discuss here?
> 2. What guests -- or kinds of guests -- would you like to see invited?
> 
> 3. Based on what you have seen so far, what would you like to see
> emphasized
> in the future?
> 4. What discussions have we had that you think deserve follow-up, and
> what
> areas do we need to probe in more depth?
> 5. Consider the Special Topics discussion list as part of your
> professional
> development. How could the content of the discussions better meet your
> needs
> as a teacher, tutor, state or program level administrator, counselor,
> curriculum or professional developer, researcher or graduate student?
> 6. What topics aren't covered by other discussion lists that might be
> addressed on the Special Topics list?
> 7. What would you like to be different on the Special Topics list?
> 
> Discussions Held to Date
> 
>     * The Adult Reading Components Study
>     * Persistence
>     * Formative Assessment
>     * Corrections Family Literacy and Transition to the Community
>     * What Works for Adult ESL Students
>     * Community Literacy
>     * GED Earnings Outcomes
> 
> Discussions Planned for August and September
> 
>     * Subscribers' Ideas for Special Topics : August 20 -24 (this
> discussion)
>     * What International Literacy Programs offer Programs in the U.S.:
> September 7 -14
>     * Components of Numeracy: September 17 -21
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> ________________________________
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to sbeaman at webster.edu
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to wfagan at mun.ca
> 
> 
> 
> 
> 
> ------------------------------------------------------------------------
> ----
> ----
> 
> 
> > -------------------------------
> > National Institute for Literacy
> > Special Topics mailing list
> > SpecialTopics at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > Email delivered to c-gentry at cox.net
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to carolyn.buser at ed.gov
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to taylor.stoehr at umb.edu
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to aburruss2 at cox.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to williamsk at readingworks.net

From Ron.Vorp at fldoe.org  Tue Aug 21 16:22:54 2007
From: Ron.Vorp at fldoe.org (Vorp, Ron)
Date: Tue, 21 Aug 2007 16:22:54 -0400
Subject: [SpecialTopics 527] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <02A60270-82B4-49F2-953E-3345371E878F@comcast.net>
References: <02A60270-82B4-49F2-953E-3345371E878F@comcast.net>
Message-ID: <96E135649F1AD048AA6FF8CBC598C23E0B505DFC@MAIL1.FLDOE.INT>

One topic to address in Special Topics is that of learning
styles/behavioral "disorders" in Adult Education. We know that students
drop out of high school for a variety of reasons. How many drop out
because they do not fit into the standard  educational model? One
respondent noted that many adult learners do not do well in traditional
test-taking situations.  Would they do better with alternative
assessments? Should we educate them using the same model in which they
were previously unsuccessful? How many are AD/HD? How many have what a
psychologist my describe as a "Anti-Social Personality Disorder"? Should
we continue to try to put them in a one-size-fits-all learning
situation? Is it even practical, given the limited adult education
resources,  to try to assess differences beyond literacy levels?
 

 

Please take a few minutes to provide feedback on the quality of service you received from our staff. The Department of Education values your feedback as a customer. Commissioner of Education Jeanine Blomberg is committed to continuously assessing and improving the level and quality of services provided to you.Simply use the link below.  Thank you in advance for completing the survey.
 

http://data.fldoe.org/cs/default.cfm?staff=Ron.Vorp at fldoe.org|16:22:55%20Tue%2021%20Aug%202007
 

 ________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Sunday, August 19, 2007 8:38 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 507] Subscribers' Ideas for Special Topics

Colleagues,

The Special Topics discussion list has had several discussions since
May, 2006,  and they are listed below. We have plans for two more
discussions through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics List.
To start off, here are seven questions, not in any particular order. You
can answer one, several or all of them. 

1. What topics would you like to suggest we discuss here? 
2. What guests -- or kinds of guests -- would you like to see invited? 
3. Based on what you have seen so far, what would you like to see
emphasized in the future?
4. What discussions have we had that you think deserve follow-up, and
what areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your
professional development. How could the content of the discussions
better meet your needs as a teacher, tutor, state or program level
administrator, counselor, curriculum or professional developer,
researcher or graduate student? 
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list? 

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net
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From djrosen at comcast.net  Tue Aug 21 17:07:58 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 21 Aug 2007 17:07:58 -0400
Subject: [SpecialTopics 528] Focus of the Discussion: The Special Topics List
Message-ID: <C37382B1-AB00-47C9-B75F-CEB597DA3F49@comcast.net>

Colleagues,

I am enjoying this fruitful discussion.

I see that some of you are quite eager to discuss corrections  
education and also discuss how practitioners, adult learners and  
others can reinvigorate a national focus on adult literacy. Tempting  
as it might be to start these topics right now, please wait until  
they are the chosen topics. The focus of the discussion this week is  
what topics should be considered, who should be invited as guests,  
what formats we should try, in addition to guest experts, and what  
isn't being covered elsewhere that we should discuss here.

I thought it might be helpful for those who are new to this list to  
describe some of the characteristics of this discussion list:

1. Topics begin and end in a one-week or two-week period. Between  
topics the discussion list is silent.
2. We try to keep focused on the topic during the time of the  
discussion.
3. Subscribers often just sign up for one or two topics, then leave,  
then sometimes return for another topic later.
4. Where possible, we draw on research and professional wisdom, and  
have researchers and experienced practitioners as guests.
5. Although the audience is primarily adult educators in the U.S.,  
educators from across the world, and international perspectives are  
welcome.
6. I usually give subscribers ample notice about upcoming discussions  
and provide background readings or videos that they can read and look  
at before the discussion begins.

All of the discussions except this one have had guest experts.   
Recently, with the GED Earnings Outcomes discussion, I tried a new  
format -- giving subscribers a week to generate questions before the  
guest joined us.  Other formats are possible. Let's hear your ideas.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From ALCDGG at langate.gsu.edu  Tue Aug 21 18:08:37 2007
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 21 Aug 2007 18:08:37 -0400
Subject: [SpecialTopics 529]   Re: Subscribers' Ideas for Special Topics
In-Reply-To: <OF298E378A.0958AE6F-ON8525733E.00631ED6-8525733E.0063A275@vcu.edu>
References: <5ACB5AED488C2F44A5B4B8FEA0B0F122B76960@ebe3.umassb.net>
	<OF298E378A.0958AE6F-ON8525733E.00631ED6-8525733E.0063A275@vcu.edu>
Message-ID: <46CB2A38.919D.0031.0@langate.gsu.edu>

Perhaps you are referring to the discussion facilitated by Dominique Chulp on the Poverty, Race, Women, and Literacy List called Bars, Boundaries, and Barriers in Researching Women's Spaces from Feb. 12-16, 2007? This discussion has been summarized and is posted at:
http://www.nifl.gov/lincs/discussions/povertyracewomen/07ChlupPrison.html 
Daphne

>>> William R Muth/FS/VCU <wrmuth at vcu.edu> 8/21/2007 2:08 PM >>>
Last fall NIFL supported a special topic discussion on correctional 
education. I could not find it on the ALE Wiki, but will plan to edit and 
post that discussion to the Wiki by the end of August (unless I've 
overlooked it & it's already out there?). It might be a good starting 
point for a discussion this fall... 
Bill Muth

"Taylor Stoehr" <Taylor.Stoehr at umb.edu> 
Sent by: specialtopics-bounces at nifl.gov 
08/21/2007 01:20 PM
Please respond to
specialtopics at nifl.gov 

To
<specialtopics at nifl.gov>
cc

Subject
[SpecialTopics 523] Re: Subscribers' Ideas for Special Topics

Corrections education is the most important issue in the US today.  I'd
be eager to be a part of that discussion.

Taylor Stoehr
Facilitator, Changing Lives Through Literature (alternative sentencing
program in Massachusetts courts and 6 other states)

-----Original Message-----
From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Buser, Carolyn
Sent: Tuesday, August 21, 2007 9:39 AM
To: specialtopics at nifl.gov 
Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics

                 I too would like to see a discussion on correctional 
education.
It
is absolutely the greatest investment return in all of adult education.
Several panelists might be John Linton, former correctional educator and
now
Director of Correctional Education for the U.S. Department of Education,
Bill Muth, former Director of Education for the Federal Bureau of
Prisons
and currently a professor of correctional education at Virginia
Commonwealth
University, and Steve Steurer, former correctional educator and now
Executive Director of the Correctional Education Association.

Carolyn Buser, Ph.D.
Correctional Education Liaison
Division of Adult Education and Literacy
United States Department of Education
202-245-6697
carolyn.buser at ed.gov 

-----Original Message-----
From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] 
On Behalf Of cheryl gentry
Sent: Monday, August 20, 2007 4:56 PM
To: specialtopics at nifl.gov 
Cc: Shannon Lafargue; Renee Hall
Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics

I teach GED in a prison in Norco, California. Would love a discussion on
correctional education.Cheryl Gentry
----- Original Message -----
From: "Cecil J Killacky" <ckillack at uno.edu>
To: <specialtopics at nifl.gov>
Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall" 
<rcshall at bellsouth.net>
Sent: Monday, August 20, 2007 11:44 AM
Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics

Greetings - if there is an interest in corrections education, I have
suggested two potential "panelists" to David who have recently completed
doctoral dissertations that involved interviews with incarcerated
individuals. While not focused specifically on literacy - their research
does give voice to the views of students from whom we do not hear often
if
at all (i.e. actually incarcerated individuals).
One paper focused on perceptions about corrections education, and the
other
about K-12 experiences of drop-outs who are now incarcerated
----------- each with a view to informing current educators about
potential
efforts to deter current students from such future ends.

Cheers

Jim Killacky

________________________________

Colleagues,

The Special Topics discussion list has had several discussions since
May,
2006,  and they are listed below. We have plans for two more discussions
through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics List.
To
start off, here are seven questions, not in any particular order. You
can
answer one, several or all of them.

1. What topics would you like to suggest we discuss here?
2. What guests -- or kinds of guests -- would you like to see invited?

3. Based on what you have seen so far, what would you like to see
emphasized
in the future?
4. What discussions have we had that you think deserve follow-up, and
what
areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your
professional
development. How could the content of the discussions better meet your
needs
as a teacher, tutor, state or program level administrator, counselor,
curriculum or professional developer, researcher or graduate student?
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list?

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net 

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to sbeaman at webster.edu 

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to wfagan at mun.ca 

------------------------------------------------------------------------
----
----

> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics 
> Email delivered to c-gentry at cox.net 

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to carolyn.buser at ed.gov 

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to taylor.stoehr at umb.edu 
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to wrmuth at vcu.edu 

From heide at literacywork.com  Tue Aug 21 18:25:49 2007
From: heide at literacywork.com (Wrigley, Heide)
Date: Tue, 21 Aug 2007 18:25:49 -0400
Subject: [SpecialTopics 530] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <355865D6A500D84D960A0083B5FFF71F029FE780@crexc02.campus.ucc.edu>
Message-ID: <5AF3808DA5F59B4FA870871F8CEED425177D62@ntxbeus21.exchange.xchg>

Hi, Paul and all 
 

Great list, Paul I'm wondering if we could also take on some sytems
issues. Here's a question I'd like to see us grapple with. 

 
1.	What is the essence of the US ABE/ESOL system (what works and
what doesn't?) and how does it compare to systems in other countries?. 
 
For example, In the U.S. the adult education system is somewhat (ok a
lot) separate from the job training and workforce development system
making it difficult to implement integrated models that combine
education and training. How are other countries managing to embed
language and literacy development into services designed to help adults
get jobs with a future. 
 
Another example, here in the U.S., family literacy focuses on teaching
language and literacy skills in the context of life skills and helping
parents understand the U.S. school system so they can help their
children succeed. Other models (in the UK and some in Canada), help
parents who've had few opportunities for schooling acquire the content
knowledge their kids are learning (math, social science, geography,
history) so that when there are questions the child has (about school,
homework, tests), the parents can answer them with authority. I can see
this system meshing nicely with what the GED is trying to do but if
would be good to hear from experts in other countries about their
insights into what has worked and what hasn't.
 
I'm also worrying about assessment as a way to capture what counts and
giving learners the opportunity to demonstrate knowledge and skills in
ways that reflect real life tasks. Or have we all just gotten so beaten
up by the required standardized testing that there is no room or desire
to consider alternatives? 
 
And, as always I would love to see us grapple with issues around
immigrant integration and the role that language and literacy
development can play in that goal - perhaps with a strong focus on what
it takes to not only support immigrants making a new life in the US but
how we as a society can do to support communities that have a hard time
absorbing large numbers of newcomers - and what we in adult education
can do so we don't pit the different kinds of needs of native born and
foreign-born citizens/residents against each other. 
 
Cheers 
 
Heide Wrigley
Mesilla New Mexico (currently in Rome) 
 
 
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of JURMO at ucc.edu
Sent: Monday, August 20, 2007 8:37 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 509] Re: Subscribers' Ideas for Special Topics
 
David and Others,
 
Here are some responses to two of the questions that David posed:
 
Questions 1 and 2:  What topics would you like to suggest we discuss
here?  What guests -- or kinds of guests -- would you like to see
invited? 
 
-- Work-related basic skills: What is now being done around the US and
world (at national, state, and local levels) to help job seekers and
incumbent develop the basic skills and other career tools (e.g.,
technical knowledge, credentials, connections, etc.) to move into and
succeed in rewarding jobs? (Possible guests: In addition to US-based
people, we might invite representatives of New Zealand, the UK, and
Canada to participate.) 
 
-- Family-related basic skills: What is now being done around the US and
world (at national, state, and local levels) to help adults develop the
basic skills and other life tools  they need to help their families deal
with educational, health, financial, housing, and other needs? (Possible
guests: People who are thinking outside the box on what constitutes
"family literacy.") 
 
-- Civics-related basic skills: What is now being done around the US and
world (at national, state, and local levels) to help adults develop the
basic skills and other life tools they need to participate actively as
community members and citizens?  (Possible guests: People who are
thinking outside the box on what constitutes civic literacy/citizenship
education.) 
 
-- State policy: What are states doing to build adult learning systems
that prepare adults for work, family, and civic responsibilities?
(Possible guests: Representatives of some states which have shown
innovation and commitment regarding adult education policy.) 
 
-- Educational technologies:  What is being done around the US to better
use educational technologies to provide more and better learning
opportunities for adults? (Possible guests: People who are using
technologies in creative ways.) 
 
-- In a time of limited resources, are adult educators retreating from
building effective learning systems or are we finding new ways and
resources to provide more and better quality services?  (Possible
guests: Critical thinkers in this area. Maybe tie this in with the state
policy topic above.)
 
-- What is being done to build leadership for adult education among
stakeholder groups (e.g., employers; populations with low levels of
reading skills, language fluency, and educational attainment; criminal
justice agencies; etc.) who theoretically should have an interest in
this field but who have largely been silent and invisible?  (Possible
guests: Again, critical thinkers in this area. Maybe tie this in with
the state policy topic above.)
 
-- Adult learner leadership: What is being done to promote/develop the
leadership capacities of adult learners?  Why is it important to do so?
What are ways of doing so?  What are challenges and resources for doing
so?  (Possible guests: Representatives of national, state and local
adult learner groups and the practitioners they work with.) 
 
Paul Jurmo, Ed.D.
Dean, Economic Development and Continuing Education
Union County College
12-24 West Jersey Street
Elizabeth, NJ  07202
908-659-5103 telephone  
908-965-6010 fax
Jurmo at ucc.edu <blocked::mailto:Jurmo at ucc.edu>  
 
 
________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Sunday, August 19, 2007 8:38 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 507] Subscribers' Ideas for Special Topics
Colleagues,
 
The Special Topics discussion list has had several discussions since
May, 2006,  and they are listed below. We have plans for two more
discussions through September, not including this one that begins today.
 
This week, we would like to hear your ideas for the Special Topics List.
To start off, here are seven questions, not in any particular order. You
can answer one, several or all of them. 
 
1. What topics would you like to suggest we discuss here? 
2. What guests -- or kinds of guests -- would you like to see invited? 
3. Based on what you have seen so far, what would you like to see
emphasized in the future?
4. What discussions have we had that you think deserve follow-up, and
what areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your
professional development. How could the content of the discussions
better meet your needs as a teacher, tutor, state or program level
administrator, counselor, curriculum or professional developer,
researcher or graduate student? 
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list? 
 
Discussions Held to Date
 
    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes
 
Discussions Planned for August and September
 
    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21
 
 
David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net
 
 
 
 
 
 
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From wrmuth at vcu.edu  Tue Aug 21 21:12:02 2007
From: wrmuth at vcu.edu (William R Muth/FS/VCU)
Date: Tue, 21 Aug 2007 21:12:02 -0400
Subject: [SpecialTopics 531] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <46CB2A38.919D.0031.0@langate.gsu.edu>
Message-ID: <OF64411FC2.E004A80D-ON8525733F.00060E69-8525733F.000698A6@vcu.edu>

Thank you, Daphne,

Actually, the correctional education discussion I was referring to was 
moderated by Steve Steurer, John Linton and myself last September (2006). 
I followed your link to Dominque's excellent discussion about incarcerated 
women, & found the postings (not in digest form) from our September 2006 
discussion:  http://www.nifl.gov/pipermail/specialtopics/2006/000205.html 
)

Domique's discussion was superb, and the capsule summary is a great 
resource... Thanks for sharing the link!  (I wonder if it could also 
posted it in the ALE Wiki?)

Bill

"Daphne Greenberg" <ALCDGG at langate.gsu.edu> 
Sent by: specialtopics-bounces at nifl.gov
08/21/2007 07:17 PM
Please respond to
specialtopics at nifl.gov

To
<specialtopics at nifl.gov>
cc

Subject
[SpecialTopics 529]   Re: Subscribers' Ideas for Special Topics

Perhaps you are referring to the discussion facilitated by Dominique Chulp 
on the Poverty, Race, Women, and Literacy List called Bars, Boundaries, 
and Barriers in Researching Women's Spaces from Feb. 12-16, 2007? This 
discussion has been summarized and is posted at:
http://www.nifl.gov/lincs/discussions/povertyracewomen/07ChlupPrison.html 
Daphne

>>> William R Muth/FS/VCU <wrmuth at vcu.edu> 8/21/2007 2:08 PM >>>
Last fall NIFL supported a special topic discussion on correctional 
education. I could not find it on the ALE Wiki, but will plan to edit and 
post that discussion to the Wiki by the end of August (unless I've 
overlooked it & it's already out there?). It might be a good starting 
point for a discussion this fall... 
Bill Muth

"Taylor Stoehr" <Taylor.Stoehr at umb.edu> 
Sent by: specialtopics-bounces at nifl.gov 
08/21/2007 01:20 PM
Please respond to
specialtopics at nifl.gov 

To
<specialtopics at nifl.gov>
cc

Subject
[SpecialTopics 523] Re: Subscribers' Ideas for Special Topics

Corrections education is the most important issue in the US today.  I'd
be eager to be a part of that discussion.

Taylor Stoehr
Facilitator, Changing Lives Through Literature (alternative sentencing
program in Massachusetts courts and 6 other states)

-----Original Message-----
From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Buser, Carolyn
Sent: Tuesday, August 21, 2007 9:39 AM
To: specialtopics at nifl.gov 
Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics

                 I too would like to see a discussion on correctional 
education.
It
is absolutely the greatest investment return in all of adult education.
Several panelists might be John Linton, former correctional educator and
now
Director of Correctional Education for the U.S. Department of Education,
Bill Muth, former Director of Education for the Federal Bureau of
Prisons
and currently a professor of correctional education at Virginia
Commonwealth
University, and Steve Steurer, former correctional educator and now
Executive Director of the Correctional Education Association.

Carolyn Buser, Ph.D.
Correctional Education Liaison
Division of Adult Education and Literacy
United States Department of Education
202-245-6697
carolyn.buser at ed.gov 

-----Original Message-----
From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] 
On Behalf Of cheryl gentry
Sent: Monday, August 20, 2007 4:56 PM
To: specialtopics at nifl.gov 
Cc: Shannon Lafargue; Renee Hall
Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics

I teach GED in a prison in Norco, California. Would love a discussion on
correctional education.Cheryl Gentry
----- Original Message -----
From: "Cecil J Killacky" <ckillack at uno.edu>
To: <specialtopics at nifl.gov>
Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall" 
<rcshall at bellsouth.net>
Sent: Monday, August 20, 2007 11:44 AM
Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics

Greetings - if there is an interest in corrections education, I have
suggested two potential "panelists" to David who have recently completed
doctoral dissertations that involved interviews with incarcerated
individuals. While not focused specifically on literacy - their research
does give voice to the views of students from whom we do not hear often
if
at all (i.e. actually incarcerated individuals).
One paper focused on perceptions about corrections education, and the
other
about K-12 experiences of drop-outs who are now incarcerated
----------- each with a view to informing current educators about
potential
efforts to deter current students from such future ends.

Cheers

Jim Killacky

________________________________

Colleagues,

The Special Topics discussion list has had several discussions since
May,
2006,  and they are listed below. We have plans for two more discussions
through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics List.
To
start off, here are seven questions, not in any particular order. You
can
answer one, several or all of them.

1. What topics would you like to suggest we discuss here?
2. What guests -- or kinds of guests -- would you like to see invited?

3. Based on what you have seen so far, what would you like to see
emphasized
in the future?
4. What discussions have we had that you think deserve follow-up, and
what
areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your
professional
development. How could the content of the discussions better meet your
needs
as a teacher, tutor, state or program level administrator, counselor,
curriculum or professional developer, researcher or graduate student?
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list?

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net 

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to sbeaman at webster.edu 

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to wfagan at mun.ca 

------------------------------------------------------------------------
----
----

> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics 
> Email delivered to c-gentry at cox.net 

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to carolyn.buser at ed.gov 

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to taylor.stoehr at umb.edu 
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to wrmuth at vcu.edu 

-------------------------------
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Special Topics mailing list
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To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to wrmuth at vcu.edu

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From carole.a.scholl at co.multnomah.or.us  Tue Aug 21 22:56:29 2007
From: carole.a.scholl at co.multnomah.or.us (SCHOLL Carole A)
Date: Tue, 21 Aug 2007 19:56:29 -0700
Subject: [SpecialTopics 532] Re: Subscribers' Ideas for Special Topics
Message-ID: <A8BC992059697640B54014809BF0D35212B108F8@mttabor.co.multnomah.or.us>

Please include transition programs for ex-offenders who studied in
jail/prison and need to connect to educational opportunities in the
community. We run the Londer Learning Center, an adult ABE/ESOL/GED
program,  as part of the community corrections department in Portland,
Oregon, so we're able to provide transitional educational services. With
the help of probation and parole officers, courts, local judges and
treatment centers, we're able to encourage ex-offenders to attend
school. Too many ex-offenders leave prison and are faced with immediate
housing and employment needs, and have no easy access to complete their
studies. Access to educational services becomes a way to reduce
recidivism...
Thanks for the great discussions!
Carole Scholl
Manager, Londer Learning Center
Multnomah County Dept. of Community Justice
Portland, Oregon

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Buser, Carolyn
Sent: Tuesday, August 21, 2007 6:39 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics

	I too would like to see a discussion on correctional education.
It is absolutely the greatest investment return in all of adult
education. Several panelists might be John Linton, former correctional
educator and now Director of Correctional Education for the U.S.
Department of Education, Bill Muth, former Director of Education for the
Federal Bureau of Prisons and currently a professor of correctional
education at Virginia Commonwealth University, and Steve Steurer, former
correctional educator and now Executive Director of the Correctional
Education Association.

Carolyn Buser, Ph.D.
Correctional Education Liaison
Division of Adult Education and Literacy
United States Department of Education
202-245-6697
carolyn.buser at ed.gov

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
On Behalf Of cheryl gentry
Sent: Monday, August 20, 2007 4:56 PM
To: specialtopics at nifl.gov
Cc: Shannon Lafargue; Renee Hall
Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics

I teach GED in a prison in Norco, California. Would love a discussion on
correctional education.Cheryl Gentry
----- Original Message -----
From: "Cecil J Killacky" <ckillack at uno.edu>
To: <specialtopics at nifl.gov>
Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall" 
<rcshall at bellsouth.net>
Sent: Monday, August 20, 2007 11:44 AM
Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics

Greetings - if there is an interest in corrections education, I have
suggested two potential "panelists" to David who have recently completed
doctoral dissertations that involved interviews with incarcerated
individuals. While not focused specifically on literacy - their research
does give voice to the views of students from whom we do not hear often
if at all (i.e. actually incarcerated individuals). One paper focused on
perceptions about corrections education, and the other about K-12
experiences of drop-outs who are now incarcerated
----------- each with a view to informing current educators about
potential efforts to deter current students from such future ends.

Cheers

Jim Killacky

________________________________

Colleagues,

The Special Topics discussion list has had several discussions since
May, 2006,  and they are listed below. We have plans for two more
discussions through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics List.
To start off, here are seven questions, not in any particular order. You
can answer one, several or all of them.

1. What topics would you like to suggest we discuss here?
2. What guests -- or kinds of guests -- would you like to see invited?

3. Based on what you have seen so far, what would you like to see
emphasized in the future? 4. What discussions have we had that you think
deserve follow-up, and what areas do we need to probe in more depth? 5.
Consider the Special Topics discussion list as part of your professional
development. How could the content of the discussions better meet your
needs as a teacher, tutor, state or program level administrator,
counselor, curriculum or professional developer, researcher or graduate
student? 6. What topics aren't covered by other discussion lists that
might be addressed on the Special Topics list? 7. What would you like to
be different on the Special Topics list?

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to sbeaman at webster.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to wfagan at mun.ca

------------------------------------------------------------------------
----
----

> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to c-gentry at cox.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to carolyn.buser at ed.gov

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to carole.a.scholl at co.multnomah.or.us

From ryanryanc at yahoo.com  Wed Aug 22 07:49:09 2007
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Wed, 22 Aug 2007 07:49:09 -0400
Subject: [SpecialTopics 533] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <OF64411FC2.E004A80D-ON8525733F.00060E69-8525733F.000698A6@vcu.edu>
Message-ID: <C2F19AF5.6265%ryanryanc@yahoo.com>

Bill, 
Dominique?s discussion is in the Women & Literacy area on the ALE Wiki. It
is linked to the link Daphne sent you. Here?s the link to the Women &
Literacy page:
http://wiki.literacytent.org/index.php/Compiled_discussions_from_the_Poverty
%2C_Race%2C_Women_%26_Literacy_List
Ryan

On 8/21/07 9:12 PM, "William R Muth/FS/VCU" <wrmuth at vcu.edu> wrote:

> 
> Thank you, Daphne,
> 
> Actually, the correctional education discussion I was referring to was
> moderated by Steve Steurer, John Linton and myself last September (2006). I
> followed your link to Dominque's excellent discussion about incarcerated
> women, & found the postings (not in digest form) from our September 2006
> discussion:  http://www.nifl.gov/pipermail/specialtopics/2006/000205.html )
> 
> Domique's discussion was superb, and the capsule summary is a great
> resource... Thanks for sharing the link!  (I wonder if it could also posted it
> in the ALE Wiki?)
> 
> Bill 
> 
> 
> 
> 
> "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
> Sent by: specialtopics-bounces at nifl.gov 08/21/2007 07:17 PM
> Please respond to
> specialtopics at nifl.gov
> To 
> <specialtopics at nifl.gov>
> cc
> Subject 
> [SpecialTopics 529]   Re: Subscribers' Ideas for Special Topics
> 
> 
> 
> 
> Perhaps you are referring to the discussion facilitated by Dominique Chulp on
> the Poverty, Race, Women, and Literacy List called Bars, Boundaries, and
> Barriers in Researching Women's Spaces from Feb. 12-16, 2007? This discussion
> has been summarized and is posted at:
> http://www.nifl.gov/lincs/discussions/povertyracewomen/07ChlupPrison.html
> Daphne
> 
>>>> >>> William R Muth/FS/VCU <wrmuth at vcu.edu> 8/21/2007 2:08 PM >>>
> Last fall NIFL supported a special topic discussion on correctional
> education. I could not find it on the ALE Wiki, but will plan to edit and
> post that discussion to the Wiki by the end of August (unless I've
> overlooked it & it's already out there?). It might be a good starting
> point for a discussion this fall...
> Bill Muth
> 
> 
> 
> 
> "Taylor Stoehr" <Taylor.Stoehr at umb.edu>
> Sent by: specialtopics-bounces at nifl.gov
> 08/21/2007 01:20 PM
> Please respond to
> specialtopics at nifl.gov
> 
> 
> To
> <specialtopics at nifl.gov>
> cc
> 
> Subject
> [SpecialTopics 523] Re: Subscribers' Ideas for Special Topics
> 
> 
> 
> 
> 
> 
> Corrections education is the most important issue in the US today.  I'd
> be eager to be a part of that discussion.
> 
> Taylor Stoehr
> Facilitator, Changing Lives Through Literature (alternative sentencing
> program in Massachusetts courts and 6 other states)
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Buser, Carolyn
> Sent: Tuesday, August 21, 2007 9:39 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics
> 
> 
> 
>                  I too would like to see a discussion on correctional
> education.
> It
> is absolutely the greatest investment return in all of adult education.
> Several panelists might be John Linton, former correctional educator and
> now
> Director of Correctional Education for the U.S. Department of Education,
> Bill Muth, former Director of Education for the Federal Bureau of
> Prisons
> and currently a professor of correctional education at Virginia
> Commonwealth
> University, and Steve Steurer, former correctional educator and now
> Executive Director of the Correctional Education Association.
> 
> Carolyn Buser, Ph.D.
> Correctional Education Liaison
> Division of Adult Education and Literacy
> United States Department of Education
> 202-245-6697
> carolyn.buser at ed.gov
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of cheryl gentry
> Sent: Monday, August 20, 2007 4:56 PM
> To: specialtopics at nifl.gov
> Cc: Shannon Lafargue; Renee Hall
> Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics
> 
> I teach GED in a prison in Norco, California. Would love a discussion on
> correctional education.Cheryl Gentry
> ----- Original Message -----
> From: "Cecil J Killacky" <ckillack at uno.edu>
> To: <specialtopics at nifl.gov>
> Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall"
> <rcshall at bellsouth.net>
> Sent: Monday, August 20, 2007 11:44 AM
> Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics
> 
> 
> Greetings - if there is an interest in corrections education, I have
> suggested two potential "panelists" to David who have recently completed
> doctoral dissertations that involved interviews with incarcerated
> individuals. While not focused specifically on literacy - their research
> does give voice to the views of students from whom we do not hear often
> if
> at all (i.e. actually incarcerated individuals).
> One paper focused on perceptions about corrections education, and the
> other
> about K-12 experiences of drop-outs who are now incarcerated
> ----------- each with a view to informing current educators about
> potential
> efforts to deter current students from such future ends.
> 
> Cheers
> 
> Jim Killacky
> 
> ________________________________
> 
> Colleagues,
> 
> The Special Topics discussion list has had several discussions since
> May,
> 2006,  and they are listed below. We have plans for two more discussions
> through September, not including this one that begins today.
> 
> This week, we would like to hear your ideas for the Special Topics List.
> To
> start off, here are seven questions, not in any particular order. You
> can
> answer one, several or all of them.
> 
> 1. What topics would you like to suggest we discuss here?
> 2. What guests -- or kinds of guests -- would you like to see invited?
> 
> 3. Based on what you have seen so far, what would you like to see
> emphasized
> in the future?
> 4. What discussions have we had that you think deserve follow-up, and
> what
> areas do we need to probe in more depth?
> 5. Consider the Special Topics discussion list as part of your
> professional
> development. How could the content of the discussions better meet your
> needs
> as a teacher, tutor, state or program level administrator, counselor,
> curriculum or professional developer, researcher or graduate student?
> 6. What topics aren't covered by other discussion lists that might be
> addressed on the Special Topics list?
> 7. What would you like to be different on the Special Topics list?
> 
> Discussions Held to Date
> 
>     * The Adult Reading Components Study
>     * Persistence
>     * Formative Assessment
>     * Corrections Family Literacy and Transition to the Community
>     * What Works for Adult ESL Students
>     * Community Literacy
>     * GED Earnings Outcomes
> 
> Discussions Planned for August and September
> 
>     * Subscribers' Ideas for Special Topics : August 20 -24 (this
> discussion)
>     * What International Literacy Programs offer Programs in the U.S.:
> September 7 -14
>     * Components of Numeracy: September 17 -21
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> ________________________________
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to sbeaman at webster.edu
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to wfagan at mun.ca
> 
> 
> 
> 
> 
> ------------------------------------------------------------------------
> ----
> ----
> 
> 
>> > -------------------------------
>> > National Institute for Literacy
>> > Special Topics mailing list
>> > SpecialTopics at nifl.gov
>> > To unsubscribe or change your subscription settings, please go to
>> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> > Email delivered to c-gentry at cox.net
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to carolyn.buser at ed.gov
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to taylor.stoehr at umb.edu
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to wrmuth at vcu.edu
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to wrmuth at vcu.edu
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ryanryanc at yahoo.com

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From fmumford at msde.state.md.us  Wed Aug 22 07:54:07 2007
From: fmumford at msde.state.md.us (Fran Mumford)
Date: Wed, 22 Aug 2007 07:54:07 -0400
Subject: [SpecialTopics 534] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <4313AD4429551F4595A8A414A660C75F1035C0DF@wdcrobe2m05.ed.gov>
References: <4313AD4429551F4595A8A414A660C75F1035C0DF@wdcrobe2m05.ed.gov>
Message-ID: <2433CF3169B9054193EB844AC38230CC0A064F4C@msebex1.msde.net>

I would add another panel member, Carolyn Buser, former director of
correctional education and current adult education specialist at the
U.S. Department of Education who has a wealth of knowledge about how the
adult education system and correctional education system works together.
Fran

Dr. Fran Tracy-Mumford
Academic Program Coordinator
Correctional Education
Maryland State Department of Education
200 W. Baltimore Street
Baltimore, MD 21201
phone: 410.767.0732
fax: 410.333.2254
 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Buser, Carolyn
Sent: Tuesday, August 21, 2007 9:39 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics

	I too would like to see a discussion on correctional education.
It
is absolutely the greatest investment return in all of adult education.
Several panelists might be John Linton, former correctional educator and
now
Director of Correctional Education for the U.S. Department of Education,
Bill Muth, former Director of Education for the Federal Bureau of
Prisons
and currently a professor of correctional education at Virginia
Commonwealth
University, and Steve Steurer, former correctional educator and now
Executive Director of the Correctional Education Association.

Carolyn Buser, Ph.D.
Correctional Education Liaison
Division of Adult Education and Literacy
United States Department of Education
202-245-6697
carolyn.buser at ed.gov

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]
On Behalf Of cheryl gentry
Sent: Monday, August 20, 2007 4:56 PM
To: specialtopics at nifl.gov
Cc: Shannon Lafargue; Renee Hall
Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics

I teach GED in a prison in Norco, California. Would love a discussion on
correctional education.Cheryl Gentry
----- Original Message -----
From: "Cecil J Killacky" <ckillack at uno.edu>
To: <specialtopics at nifl.gov>
Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall" 
<rcshall at bellsouth.net>
Sent: Monday, August 20, 2007 11:44 AM
Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics

Greetings - if there is an interest in corrections education, I have
suggested two potential "panelists" to David who have recently completed
doctoral dissertations that involved interviews with incarcerated
individuals. While not focused specifically on literacy - their research
does give voice to the views of students from whom we do not hear often
if
at all (i.e. actually incarcerated individuals).
One paper focused on perceptions about corrections education, and the
other
about K-12 experiences of drop-outs who are now incarcerated
----------- each with a view to informing current educators about
potential
efforts to deter current students from such future ends.

Cheers

Jim Killacky

________________________________

Colleagues,

The Special Topics discussion list has had several discussions since
May,
2006,  and they are listed below. We have plans for two more discussions
through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics List.
To
start off, here are seven questions, not in any particular order. You
can
answer one, several or all of them.

1. What topics would you like to suggest we discuss here?
2. What guests -- or kinds of guests -- would you like to see invited?

3. Based on what you have seen so far, what would you like to see
emphasized
in the future?
4. What discussions have we had that you think deserve follow-up, and
what
areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your
professional
development. How could the content of the discussions better meet your
needs
as a teacher, tutor, state or program level administrator, counselor,
curriculum or professional developer, researcher or graduate student?
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list?

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to sbeaman at webster.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to wfagan at mun.ca

------------------------------------------------------------------------
----
----

> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to c-gentry at cox.net

-------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to carolyn.buser at ed.gov

-------------------------------
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Special Topics mailing list
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To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to fmumford at msde.state.md.us

From wrmuth at vcu.edu  Wed Aug 22 12:10:03 2007
From: wrmuth at vcu.edu (William R Muth/FS/VCU)
Date: Wed, 22 Aug 2007 12:10:03 -0400
Subject: [SpecialTopics 535] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <C2F19AF5.6265%ryanryanc@yahoo.com>
Message-ID: <OFAB146BA2.36576EBB-ON8525733F.00588DEC-8525733F.0058CF9E@vcu.edu>

Thanks Ryan! I suggest we cross reference Dominique?s discussion in the 
Corrections Page of the Wiki as well...
Bill
 

Ryan Hall <ryanryanc at yahoo.com> 
Sent by: specialtopics-bounces at nifl.gov
08/22/2007 08:26 AM
Please respond to
specialtopics at nifl.gov

To
<specialtopics at nifl.gov>
cc

Subject
[SpecialTopics 533] Re: Subscribers' Ideas for Special Topics

Bill, 
Dominique?s discussion is in the Women & Literacy area on the ALE Wiki. It 
is linked to the link Daphne sent you. Here?s the link to the Women & 
Literacy page:
http://wiki.literacytent.org/index.php/Compiled_discussions_from_the_Poverty%2C_Race%2C_Women_%26_Literacy_List

Ryan

On 8/21/07 9:12 PM, "William R Muth/FS/VCU" <wrmuth at vcu.edu> wrote:

Thank you, Daphne, 

Actually, the correctional education discussion I was referring to was 
moderated by Steve Steurer, John Linton and myself last September (2006). 
I followed your link to Dominque's excellent discussion about incarcerated 
women, & found the postings (not in digest form) from our September 2006 
discussion:  http://www.nifl.gov/pipermail/specialtopics/2006/000205.html 
) 

Domique's discussion was superb, and the capsule summary is a great 
resource... Thanks for sharing the link!  (I wonder if it could also 
posted it in the ALE Wiki?) 

Bill 

"Daphne Greenberg" <ALCDGG at langate.gsu.edu> 
Sent by: specialtopics-bounces at nifl.gov 08/21/2007 07:17 PM 
Please respond to
specialtopics at nifl.gov 
To 
<specialtopics at nifl.gov> 
cc
Subject 
[SpecialTopics 529]   Re: Subscribers' Ideas for Special Topics 

Perhaps you are referring to the discussion facilitated by Dominique Chulp 
on the Poverty, Race, Women, and Literacy List called Bars, Boundaries, 
and Barriers in Researching Women's Spaces from Feb. 12-16, 2007? This 
discussion has been summarized and is posted at:
http://www.nifl.gov/lincs/discussions/povertyracewomen/07ChlupPrison.html 
Daphne

>>> William R Muth/FS/VCU <wrmuth at vcu.edu> 8/21/2007 2:08 PM >>>
Last fall NIFL supported a special topic discussion on correctional 
education. I could not find it on the ALE Wiki, but will plan to edit and 
post that discussion to the Wiki by the end of August (unless I've 
overlooked it & it's already out there?). It might be a good starting 
point for a discussion this fall... 
Bill Muth

"Taylor Stoehr" <Taylor.Stoehr at umb.edu> 
Sent by: specialtopics-bounces at nifl.gov 
08/21/2007 01:20 PM
Please respond to
specialtopics at nifl.gov 

To
<specialtopics at nifl.gov>
cc

Subject
[SpecialTopics 523] Re: Subscribers' Ideas for Special Topics

Corrections education is the most important issue in the US today.  I'd
be eager to be a part of that discussion.

Taylor Stoehr
Facilitator, Changing Lives Through Literature (alternative sentencing
program in Massachusetts courts and 6 other states)

-----Original Message-----
From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Buser, Carolyn
Sent: Tuesday, August 21, 2007 9:39 AM
To: specialtopics at nifl.gov 
Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics

                 I too would like to see a discussion on correctional 
education.
It
is absolutely the greatest investment return in all of adult education.
Several panelists might be John Linton, former correctional educator and
now
Director of Correctional Education for the U.S. Department of Education,
Bill Muth, former Director of Education for the Federal Bureau of
Prisons
and currently a professor of correctional education at Virginia
Commonwealth
University, and Steve Steurer, former correctional educator and now
Executive Director of the Correctional Education Association.

Carolyn Buser, Ph.D.
Correctional Education Liaison
Division of Adult Education and Literacy
United States Department of Education
202-245-6697
carolyn.buser at ed.gov 

-----Original Message-----
From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] 
On Behalf Of cheryl gentry
Sent: Monday, August 20, 2007 4:56 PM
To: specialtopics at nifl.gov 
Cc: Shannon Lafargue; Renee Hall
Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics

I teach GED in a prison in Norco, California. Would love a discussion on
correctional education.Cheryl Gentry
----- Original Message -----
From: "Cecil J Killacky" <ckillack at uno.edu>
To: <specialtopics at nifl.gov>
Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall" 
<rcshall at bellsouth.net>
Sent: Monday, August 20, 2007 11:44 AM
Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics

Greetings - if there is an interest in corrections education, I have
suggested two potential "panelists" to David who have recently completed
doctoral dissertations that involved interviews with incarcerated
individuals. While not focused specifically on literacy - their research
does give voice to the views of students from whom we do not hear often
if
at all (i.e. actually incarcerated individuals).
One paper focused on perceptions about corrections education, and the
other
about K-12 experiences of drop-outs who are now incarcerated
----------- each with a view to informing current educators about
potential
efforts to deter current students from such future ends.

Cheers

Jim Killacky

________________________________

Colleagues,

The Special Topics discussion list has had several discussions since
May,
2006,  and they are listed below. We have plans for two more discussions
through September, not including this one that begins today.

This week, we would like to hear your ideas for the Special Topics List.
To
start off, here are seven questions, not in any particular order. You
can
answer one, several or all of them.

1. What topics would you like to suggest we discuss here?
2. What guests -- or kinds of guests -- would you like to see invited?

3. Based on what you have seen so far, what would you like to see
emphasized
in the future?
4. What discussions have we had that you think deserve follow-up, and
what
areas do we need to probe in more depth?
5. Consider the Special Topics discussion list as part of your
professional
development. How could the content of the discussions better meet your
needs
as a teacher, tutor, state or program level administrator, counselor,
curriculum or professional developer, researcher or graduate student?
6. What topics aren't covered by other discussion lists that might be
addressed on the Special Topics list?
7. What would you like to be different on the Special Topics list?

Discussions Held to Date

    * The Adult Reading Components Study
    * Persistence
    * Formative Assessment
    * Corrections Family Literacy and Transition to the Community
    * What Works for Adult ESL Students
    * Community Literacy
    * GED Earnings Outcomes

Discussions Planned for August and September

    * Subscribers' Ideas for Special Topics : August 20 -24 (this
discussion)
    * What International Literacy Programs offer Programs in the U.S.:
September 7 -14
    * Components of Numeracy: September 17 -21

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net 

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to sbeaman at webster.edu 

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to wfagan at mun.ca 

------------------------------------------------------------------------
----
----

> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics 
> Email delivered to c-gentry at cox.net 

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to carolyn.buser at ed.gov 

-------------------------------
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SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to taylor.stoehr at umb.edu 
-------------------------------
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SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to wrmuth at vcu.edu 

-------------------------------
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SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to wrmuth at vcu.edu

-------------------------------
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To unsubscribe or change your subscription settings, please go to 
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Email delivered to ryanryanc at yahoo.com
-------------------------------
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From Steurer1 at aol.com  Wed Aug 22 13:17:32 2007
From: Steurer1 at aol.com (Steurer1 at aol.com)
Date: Wed, 22 Aug 2007 13:17:32 EDT
Subject: [SpecialTopics 536] Re: Subscribers' Ideas for Special Topics
Message-ID: <d24.1466a9ae.33fdc9ac@aol.com>

Fran is right.  Cay is a great addition.  How about John Nally,  director of 
CE in Indiana who is Chair of the Council of Directors of  CE?  He is a sharp 
guy with lots of ideas.
 
Steve

Stephen Steurer, Ph.D., Executive  Director
Correctional Education Association
8182 Lark Brown Road Suite  202
Elkridge, MD 21075
443-459-3081 tel
443-459-3088  fax
www.ceanational.org

************************************** Get a sneak peek of the all-new AOL at 
http://discover.aol.com/memed/aolcom30tour
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From KHinson at almanid.com  Wed Aug 22 18:47:44 2007
From: KHinson at almanid.com (Katrina Hinson)
Date: Thu, 23 Aug 2007 00:47:44 +0200
Subject: [SpecialTopics 537]   Re: Subscribers' Ideas for Special Topics
In-Reply-To: <C2EF842A.19E5C%Janet_Isserlis@brown.edu>
References: <C2EF14B7.916B%sbeaman@webster.edu>
	<C2EF842A.19E5C%Janet_Isserlis@brown.edu>
Message-ID: <46CC84D0.121C.00A0.0@almanid.com>

I'm going to agree with Janet. There have been so many topics posted as possible ideas and they're all very good. I have one request and that's perhaps a summary of ideas could be posted so we can see what's been tossed out in a more concise form.

I think any of the ideas posted would be great. Like the others, I'd also be interested in a discussion focused on Correctons education. The program I teach in provides services/classes at 3 prisons in one county - 1 maximum security prison, 1 moderate and 1 minimum security prison and we are always looking for innovative ideas related to the personnel and students in such a unique population.

Regards,
Katrina Hinson

>>> Janet Isserlis <Janet_Isserlis at brown.edu> 8/20/2007 5:47 pm >>>
> All
> 
> so many engaging topics have been raised, that I hesitate to add anything to
> the already rich list.
> 
> It seems that this list, with a broad focus (that is, we can inform which
> special topic is to be chosen as opposed to other lists with particular
> interests) - I'm wondering if we might use the suggestions - perhaps combining
> some (e.g. questions around corrections, others around data and its use, ways
> we represent and talk about/advocate for the field and ways in which learners
> are part of that process, for example) - so that we might focus for a week or
> two on these topics in whatever sequence David or others might propose.
> 
> The one thing I would ask is that maybe we begin some of those discussions
> "ourselves" before inviting guests in.  I say this not to exclude guests, but
> because sometimes it seems one or another list is hosting a guest moderated
> event at the same time that another list is also hosting one, and so it feels
> that we don't always have time to really reflect and contribute as we'd like
> it.
> 
> It could be that with 'just us' questions will bubble up that we can then seek
> responses to/input from others with particular expertise?
> 
> at any rate, the list does provide much fodder for PD, for me - for my own
> learning, for pieces I pass along to others, and (for reference) through its
> archives.
> 
> I'd love it if we could slow down and really pace ourselves between
> conversations,. but maybe that's just me feeling whelmed - to- overwhelmed
> much of the time.
> 
> thanks
> 
> Janet
> 
> 1. What topics would you like to suggest we discuss here? 
> 2. What guests -- or kinds of guests -- would you like to see invited? 
> 3. Based on what you have seen so far, what would you like to see emphasized
> in the future?
> 4. What discussions have we had that you think deserve follow-up, and what
> areas do we need to probe in more depth?
> 5. Consider the Special Topics discussion list as part of your professional
> development. How could the content of the discussions better meet your needs
> as a teacher, tutor, state or program level administrator, counselor,
> curriculum or professional developer, researcher or graduate student? 
> 6. What topics aren't covered by other discussion lists that might be
> addressed on the Special Topics list?
> 7. What would you like to be different on the Special Topics list? 
> 
> Discussions Held to Date
> 
>     * The Adult Reading Components Study
>     * Persistence
>     * Formative Assessment
>     * Corrections Family Literacy and Transition to the Community
>     * What Works for Adult ESL Students
>     * Community Literacy
>     * GED Earnings Outcomes
> 
> Discussions Planned for August and September
> 
>     * Subscribers' Ideas for Special Topics : August 20 -24 (this discussion)
>     * What International Literacy Programs offer Programs in the U.S.:
> September 7 -14
>     * Components of Numeracy: September 17 -21
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net 
> 
> 
>  
> 
> 
> 
>  
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov 
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics 
> Email delivered to sbeaman at webster.edu 

-------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
Email delivered to janet_isserlis at brown.edu 

From ryanryanc at yahoo.com  Thu Aug 23 00:10:06 2007
From: ryanryanc at yahoo.com (Ryan Hall)
Date: Thu, 23 Aug 2007 00:10:06 -0400
Subject: [SpecialTopics 538] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <OFAB146BA2.36576EBB-ON8525733F.00588DEC-8525733F.0058CF9E@vcu.edu>
Message-ID: <C2F280DE.629F%ryanryanc@yahoo.com>

Good point, Bill. It?s there now- under the Discussions section. Here?s the
link to the Corrections Education page:
http://wiki.literacytent.org/index.php/Corrections_Education
Ryan

On 8/22/07 12:10 PM, "William R Muth/FS/VCU" <wrmuth at vcu.edu> wrote:

> 
> Thanks Ryan! I suggest we cross reference Dominique?s discussion in the
> Corrections Page of the Wiki as well...
> Bill 
>  
> 
> 
> Ryan Hall <ryanryanc at yahoo.com>
> Sent by: specialtopics-bounces at nifl.gov 08/22/2007 08:26 AM
> Please respond to
> specialtopics at nifl.gov
> To 
> <specialtopics at nifl.gov>
> cc
> Subject 
> [SpecialTopics 533] Re: Subscribers' Ideas for Special Topics
> 
> 
> 
> 
> Bill, 
> Dominique?s discussion is in the Women & Literacy area on the ALE Wiki. It is
> linked to the link Daphne sent you. Here?s the link to the Women & Literacy
> page:
> http://wiki.literacytent.org/index.php/Compiled_discussions_from_the_Poverty%2
> C_Race%2C_Women_%26_Literacy_List
> <http://wiki.literacytent.org/index.php/Compiled_discussions_from_the_Poverty%
> 2C_Race%2C_Women_%26_Literacy_List>
> Ryan
> 
> 
> 
> On 8/21/07 9:12 PM, "William R Muth/FS/VCU" <wrmuth at vcu.edu> wrote:
> 
> 
> Thank you, Daphne,
> 
> Actually, the correctional education discussion I was referring to was
> moderated by Steve Steurer, John Linton and myself last September (2006). I
> followed your link to Dominque's excellent discussion about incarcerated
> women, & found the postings (not in digest form) from our September 2006
> discussion:  http://www.nifl.gov/pipermail/specialtopics/2006/000205.html
> <http://www.nifl.gov/pipermail/specialtopics/2006/000205.html> )
> 
> Domique's discussion was superb, and the capsule summary is a great
> resource... Thanks for sharing the link!  (I wonder if it could also posted it
> in the ALE Wiki?)
> 
> Bill 
> 
> 
> 
> 
> "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
> Sent by: specialtopics-bounces at nifl.gov 08/21/2007 07:17 PM
> Please respond to
> specialtopics at nifl.gov
> To 
> <specialtopics at nifl.gov>
> cc
> Subject 
> [SpecialTopics 529]   Re: Subscribers' Ideas for Special Topics
> 
> 
> 
> 
> Perhaps you are referring to the discussion facilitated by Dominique Chulp on
> the Poverty, Race, Women, and Literacy List called Bars, Boundaries, and
> Barriers in Researching Women's Spaces from Feb. 12-16, 2007? This discussion
> has been summarized and is posted at:
> http://www.nifl.gov/lincs/discussions/povertyracewomen/07ChlupPrison.html
> <http://www.nifl.gov/lincs/discussions/povertyracewomen/07ChlupPrison.html>
> Daphne
> 
>>>> >>> William R Muth/FS/VCU <wrmuth at vcu.edu> 8/21/2007 2:08 PM >>>
> Last fall NIFL supported a special topic discussion on correctional
> education. I could not find it on the ALE Wiki, but will plan to edit and
> post that discussion to the Wiki by the end of August (unless I've
> overlooked it & it's already out there?). It might be a good starting
> point for a discussion this fall...
> Bill Muth
> 
> 
> 
> 
> "Taylor Stoehr" <Taylor.Stoehr at umb.edu>
> Sent by: specialtopics-bounces at nifl.gov
> 08/21/2007 01:20 PM
> Please respond to
> specialtopics at nifl.gov
> 
> 
> To
> <specialtopics at nifl.gov>
> cc
> 
> Subject
> [SpecialTopics 523] Re: Subscribers' Ideas for Special Topics
> 
> 
> 
> 
> 
> 
> Corrections education is the most important issue in the US today.  I'd
> be eager to be a part of that discussion.
> 
> Taylor Stoehr
> Facilitator, Changing Lives Through Literature (alternative sentencing
> program in Massachusetts courts and 6 other states)
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov]
> <mailto:specialtopics-bounces at nifl.gov]> On Behalf Of Buser, Carolyn
> Sent: Tuesday, August 21, 2007 9:39 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics
> 
> 
> 
>                  I too would like to see a discussion on correctional
> education.
> It
> is absolutely the greatest investment return in all of adult education.
> Several panelists might be John Linton, former correctional educator and
> now
> Director of Correctional Education for the U.S. Department of Education,
> Bill Muth, former Director of Education for the Federal Bureau of
> Prisons
> and currently a professor of correctional education at Virginia
> Commonwealth
> University, and Steve Steurer, former correctional educator and now
> Executive Director of the Correctional Education Association.
> 
> Carolyn Buser, Ph.D.
> Correctional Education Liaison
> Division of Adult Education and Literacy
> United States Department of Education
> 202-245-6697
> carolyn.buser at ed.gov
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov]
> <mailto:specialtopics-bounces at nifl.gov]>
> On Behalf Of cheryl gentry
> Sent: Monday, August 20, 2007 4:56 PM
> To: specialtopics at nifl.gov
> Cc: Shannon Lafargue; Renee Hall
> Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics
> 
> I teach GED in a prison in Norco, California. Would love a discussion on
> correctional education.Cheryl Gentry
> ----- Original Message -----
> From: "Cecil J Killacky" <ckillack at uno.edu>
> To: <specialtopics at nifl.gov>
> Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall"
> <rcshall at bellsouth.net>
> Sent: Monday, August 20, 2007 11:44 AM
> Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics
> 
> 
> Greetings - if there is an interest in corrections education, I have
> suggested two potential "panelists" to David who have recently completed
> doctoral dissertations that involved interviews with incarcerated
> individuals. While not focused specifically on literacy - their research
> does give voice to the views of students from whom we do not hear often
> if
> at all (i.e. actually incarcerated individuals).
> One paper focused on perceptions about corrections education, and the
> other
> about K-12 experiences of drop-outs who are now incarcerated
> ----------- each with a view to informing current educators about
> potential
> efforts to deter current students from such future ends.
> 
> Cheers
> 
> Jim Killacky
> 
> ________________________________
> 
> Colleagues,
> 
> The Special Topics discussion list has had several discussions since
> May,
> 2006,  and they are listed below. We have plans for two more discussions
> through September, not including this one that begins today.
> 
> This week, we would like to hear your ideas for the Special Topics List.
> To
> start off, here are seven questions, not in any particular order. You
> can
> answer one, several or all of them.
> 
> 1. What topics would you like to suggest we discuss here?
> 2. What guests -- or kinds of guests -- would you like to see invited?
> 
> 3. Based on what you have seen so far, what would you like to see
> emphasized
> in the future?
> 4. What discussions have we had that you think deserve follow-up, and
> what
> areas do we need to probe in more depth?
> 5. Consider the Special Topics discussion list as part of your
> professional
> development. How could the content of the discussions better meet your
> needs
> as a teacher, tutor, state or program level administrator, counselor,
> curriculum or professional developer, researcher or graduate student?
> 6. What topics aren't covered by other discussion lists that might be
> addressed on the Special Topics list?
> 7. What would you like to be different on the Special Topics list?
> 
> Discussions Held to Date
> 
>     * The Adult Reading Components Study
>     * Persistence
>     * Formative Assessment
>     * Corrections Family Literacy and Transition to the Community
>     * What Works for Adult ESL Students
>     * Community Literacy
>     * GED Earnings Outcomes
> 
> Discussions Planned for August and September
> 
>     * Subscribers' Ideas for Special Topics : August 20 -24 (this
> discussion)
>     * What International Literacy Programs offer Programs in the U.S.:
> September 7 -14
>     * Components of Numeracy: September 17 -21
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> ________________________________
> 
> -------------------------------
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> 
> 
> 
> ------------------------------------------------------------------------
> ----
> ----
> 
> 
>> > -------------------------------
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>> > SpecialTopics at nifl.gov
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From djrosen at comcast.net  Thu Aug 23 08:07:50 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 23 Aug 2007 08:07:50 -0400
Subject: [SpecialTopics 539]  Summary of Special Topics discussion so far
Message-ID: <273103AE-8661-4B64-BB81-489356F257C2@comcast.net>

Special Topics Colleagues,

Katrina Hinson suggested that a summary of the discussion so far  
would be helpful.  You'll find one below.

As you look at the summary, consider:  Are there any other topics  
that should be added? Are there other guests who you would like to  
suggest? Would you like more information/clarification about what is  
already listed (possibly my summary distorted the intent of what  
someone wrote -- if so, let us know, or provide amplification.)

Janet Isserlis suggested that this discussion list would be a good  
place for what I am calling "synergistic" discussions -- bold  
combinations of topics.  If you have ideas for such synergy topics,  
let us know.

David J. Rosen
djrosen at comcast.net

								Topics and Possible Guests

Immigration
?      Local immigration policies and how they impact students and  
teachers of Adult Education
?      The impact of the Bush administration?s Homeland Security  
plans to enforce current immigration laws and the development of a  
national plan for citizenship education. See http:// 
www.whitehouse.gov/news/releases/2007/08/20070810.html
?       Incarcerated immigrants: how many participate in ABE classes,  
and the long-term results for those who participate and those who do  
not (this could include a discussion of why some do not participate  
and how available these classes are to incarcerated immigrants,  
especially illegal immigrants)

?      Qualitative studies of immigrants pursuing ABE and ESOL  
education; perspectives of students, teachers and administration
?      Collaborative efforts between state and federal agencies and  
non-profits to expand the human rights of immigrants, women, and low  
income pursuing education and self-improvement
?      Immigrant integration and the role that language and literacy  
development can play in that goal ? perhaps with a strong focus on  
what it takes to not only support immigrants making a new life in the  
US but how we as a society can do to support communities that have a  
hard time absorbing large numbers of newcomers ? and what we in  
adult education can do so we don?t pit the different kinds of needs  
of native born and foreign-born citizens/residents against each other.

Possible Guests
?      Professionals in the field to discuss their perspectives of  
immigrants working towards assimilation, citizenship and language skills

Technology
?     Technological literacy: who has it, who doesn?t, how we can  
improve it
?     Gender differences in technological pedagogy (for example, is  
there a difference between the way males and females teach basic  
technical skills?  Do men and women have different learning styles  
when it comes to technology?  How does this affect students?)
?     What is being done around the US to better use educational  
technologies to provide more and better learning opportunities for  
adults?

Possible Guests
?      Teachers in the field of technological literacy
?      People who are using technologies in creative ways.

Corrections Education/Ex offender re-entry
(6 people mentioned this topic as of 8/22)
?    Helping ex-offenders transition to productive lives has  
tremendous implications for our society.  We are starting a new  
program and could benefit from learning from others who are already  
running successful programs.
?    Transition programs for ex-offenders who studied in jail/prison  
and need to connect to educational opportunities in the community..  
Too many ex-offenders leave prison and are faced with immediate  
housing and employment needs, and have no easy access to complete  
their studies. Access to educational services becomes a way to reduce  
recidivism.
?    Literacy Volunteers of Westchester County is currently working  
on a Corrections Education version for their bilingual low-literate  
EL/Civics curriculum (Civics for Immigrants: From Native Language to  
English Literacy) and it is interesting to see what changes need to  
be made in language, content, and tasks.  I would be curious about  
how others see the differences, specifically with regard to civics  
topics and tasks.
?    I deal with the education of inmates in our local jail - some of  
whom are awaiting transfer to the penitentiary.  I am particularly  
interested in how other programs are funded, as ours is volunteer  
instruction and jail paid testing for the GED.  Also, interested in  
approaches for special education for those whose services have not  
existed for many years.

Possible Guests
? Administrators in the criminal justice system and law officers who  
will openly discuss communication efforts and issues from their  
perspectives and interactions
? I have suggested two potential "panelists" to David who have  
recently completed doctoral dissertations that involved interviews  
with incarcerated individuals. While not focused specifically on  
literacy - their research does give voice to the views of students  
from whom we do not hear often if at all (i.e. actually incarcerated  
individuals). One paper focused on perceptions about corrections  
education, and the other about K-12 experiences of drop-outs who are  
now incarcerated -- each with a view to informing current educators  
about potential efforts to deter current students from such future ends.
? John Linton, former correctional educator and now Director of  
Correctional Education for the U.S. Department of Education
? Bill Muth, former Director of Education for the Federal Bureau of  
Prisons and currently a professor of correctional education at  
Virginia Commonwealth University
? Steve Steurer, former correctional educator and now Executive  
Director of the Correctional Education Association
? Carolyn Buser, former director of correctional education and  
current adult education specialist at the U.S. Department of  
Education who has a wealth of knowledge about how the adult education  
system and correctional education system works together.
? John Nally, director of CE in Indiana who is Chair of the Council  
of Directors of CE

Work-related Literacy/Basic Skills
? Work-related basic skills: What is now being done around the US  
and world (at national, state, and local levels) to help job seekers  
and incumbent develop the basic skills and other career tools (e.g.,  
technical knowledge, credentials, connections, etc.) to move into and  
succeed in rewarding jobs? (Possible guests: In addition to US-based  
people, we might invite representatives of New Zealand, the UK, and  
Canada to participate.)
? Looking at workforce education programs that are partnerships  
between businesses and local literacy organizations: the structure of  
the program, curriculum and assessments

Family-related Literacy/Basic Skills
? Family-related basic skills: What is now being done around the US  
and world (at national, state, and local levels) to help adults  
develop the basic skills and other life tools they need to help their  
families deal with educational, health, financial, housing, and other  
needs? (Possible guests: People who are thinking outside the box on  
what constitutes "family literacy.")

Civics-related Literacy/Basic Skills
? Civics-related basic skills: What is now being done around the US  
and world (at national, state, and local levels) to help adults  
develop the basic skills and other life tools they need to  
participate actively as community members and citizens?  (Possible  
guests: People who are thinking outside the box on what constitutes  
civic literacy/citizenship education.)

Leadership
? What is being done to build leadership for adult education among  
stakeholder groups (e.g., employers; populations with low levels of  
reading skills, language fluency, and educational attainment;  
criminal justice agencies; etc.) who theoretically should have an  
interest in this field but who have largely been silent and  
invisible?  (Possible guests: critical thinkers in this area. Maybe  
tie this in with the state policy topic below.)
? Adult learner leadership: What is being done to promote/develop  
the leadership capacities of adult learners?  Why is it important to  
do so?  What are ways of doing so?  What are challenges and resources  
for doing so?  (Possible guests: Representatives of national, state  
and local adult learner groups and the practitioners they work with.)

Policy
? State policy: What are states doing to build adult learning  
systems that prepare adults for work, family, and civic  
responsibilities?  (Possible guests: Representatives of some states  
which have shown innovation and commitment regarding adult education  
policy.)

Advocacy and Public Awareness
? How to encourage adult learners to advocate for education for  
themselves and others including those for whom the GED     is not a  
viable goal.
? What do the public, donors, and elected officials REALLY need to  
know about the impact of low-level literacy skills in our country so  
that professionals get the help that they need to meet service  
demands?  What is essential information we should be collecting or  
calculating?  We have to appeal to different audiences:  What  
messages are attractive to the general public vs donors vs elected  
officials?
? How do we grab the attention of the general tax-paying population  
and major funding organizations to the critical need of literacy  
programs.  I have  seen the extensive research and results but not  
seen strategies to engage the general and specific populations.
? There was a big push in the wake of the 2000 National Literacy  
Summit, From the Margins to the Mainstream, an Action Agenda for  
Literacy.  Seven years later we are still very clearly at the  
margins.  Was it the wrong agenda?  In a nutshell, the agenda was  
three pronged.

Priority 1- Resources
Priority 2- Access
Priority 3- Quality

Could we use the discussion list to revisit and reformulate an Action  
Agenda?  As a first thought, I would think that Priority 1 would be  
answering the following question:  How do we make a compelling case  
to the general public, the media, the politicians, and policy makers  
that the achievement of universal adult literacy (in English) is  
central to the preservation of our nation?s founding principles as  
well as our social and economic well being?

Possible Guests
?      People with influence who have the ability to be advocates? 
or people who are adversarial who also have influence.  We could  
learn from those who are anti.

System Building
? In a time of limited resources, are adult educators retreating  
from building effective learning systems or are we finding new ways  
and resources to provide more and better quality services?  (Possible  
guests: Critical thinkers in this area. Maybe tie this in with the  
state policy topic above.)
? What is the essence of the US ABE/ESOL system (what works and what  
doesn?t?) and how does it compare to systems in other countries?

For example, In the U.S. the adult education system is somewhat (ok a  
lot) separate from the job training and workforce development system  
making it difficult to implement integrated models that combine  
education and training. How are other countries managing to embed  
language and literacy development into services designed to help  
adults get jobs with a future.

Another example, here in the U.S., family literacy focuses on  
teaching language and literacy skills in the context of life skills  
and helping parents understand the U.S. school system so they can  
help their children succeed. Other models (in the UK and some in  
Canada), help parents who?ve had few opportunities for schooling  
acquire the content knowledge their kids are learning (math, social  
science, geography, history) so that when there are questions the  
child has (about school, homework, tests), the parents can answer  
them with authority. I can see this system meshing nicely with what  
the GED is trying to do but if would be good to hear from experts in  
other countries about their insights into what has worked and what  
hasn?t.

Learning Disabilities (styles, disorders, differences)
? We know that students drop out of high school for a variety of  
reasons. How many drop out because they do not fit into the standard   
educational model? One respondent noted that many adult learners do  
not do well in traditional test-taking situations.  Would they do  
better with alternative assessments? Should we educate them using the  
same model in which they were previously unsuccessful? How many are  
AD/HD? How many have what a psychologist my describe as a "Anti- 
Social Personality Disorder"? Should we continue to try to put them  
in a one-size-fits-all learning situation? Is it even practical,  
given the limited adult education resources,  to try to assess  
differences beyond literacy levels?

Writing
? How to develop/encourage/support independent/critical readers and  
writers. At what point do/can adult learners "leave the nest" and  
challenge ideas on their own? Is that not the epitome of literacy?

Assessment
? Assessment as a way to capture what counts and giving learners the  
opportunity to demonstrate knowledge and skills in ways that reflect  
real life tasks. Have we all just gotten so beaten up by the required  
standardized testing that there is no room or desire to consider  
alternatives?

Other Possible Guests
? Local and national policy makers willing to discuss impact of  
literacy issues and plans for reform

						In the future, emphasize:

? Discussion of student profiles and specific, personal, qualitative  
anecdotes about students, ESOL and ABE teachers
? More focus on specific students, classes, and student populations  
(such as immigrants, adults, K-3, 4-6, postsecondary, etc.) Look from  
the ground up and not the top down in order to really make sense of  
the issues related to literacy and THEN apply the information to the  
level used by policy makers and administrators
? More links to national and local studies with follow up  
discussions (but not too many studies at one time)
? Further explanation and exploration of related statistics and how  
these impact daily interactions between students and teachers in  
Adult Ed and K-12

? Simultaneous unification of the ABE and Literacy field.  We all  
came together when ABE was on the verge of being cut.  We need to be  
proactive (not that I have been) not reactive.

							
						Other Comments

? Use live chatting instead of asynchronous text discussions
? Combine topics (e.g. corrections, data and advocacy ? including  
learners as advocates) using the Special Topics list for synergistic  
discussions
? Begin some discussions "ourselves" before inviting guests. It  
could be that with 'just us' questions will bubble up that we can  
then seek responses to/input from others with particular expertise?
? Slow down and really pace ourselves between conversations
? Why have we not compiled statistics in a way that serves all of  
our purposes?  Most of the data on the NIFL web site is very dated.   
That?s sad.
? I don?t think we are very politically outspoken.  Over the past  
seven years, the media has failed us and the many of us have opted to  
be CAREFUL about how we express our discontent.  Support for people  
most in need has dwindled down to     a pathetic state and, in  
general, the outrage is but a peep in the night.  It?s disgusting.   
I don?t know that it serves us to bash The Administration?but  
let?s stop pretending that there wasn?t a genuine attempt to  
dismantle the ABE systems just a couple of years ago.  The worst kind  
of politics is when one side doesn?t want to acknowledge blatant  
abuse of the public?because it makes their party look bad.  I  
don?t really care for the left or the right.  We need to do a better  
job of being on OUR OWN SIDE?the side of greater literacy for all.   
We need to take risks that might regenerate the movement.  I?m under- 
impressed with discussion lists in general.  They tend to be heavy on  
philosophy, intellect, and light on raw truth and gutsy calls to action.
-----

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From Kgotthardt at comcast.net  Thu Aug 23 07:43:53 2007
From: Kgotthardt at comcast.net (Katherine G)
Date: Thu, 23 Aug 2007 07:43:53 -0400
Subject: [SpecialTopics 540] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <C2F280DE.629F%ryanryanc@yahoo.com>
Message-ID: <MHEMKJNHLDIEMGGCCKCCMEHEDJAA.Kgotthardt@comcast.net>

Re: [SpecialTopics 535] Re: Subscribers' Ideas for Special Topics
Thank you for this link!  It actually helps me understand one of the topics
I proposed for this list.  I didn't realized it had been covered already.

Katherine Mercurio Gotthardt
Prince William County Public Schools
Adult Education
P.O. Box 389
Manassas, VA 20108
work 703-791-8387
fax 703-791-8889

  -----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Ryan Hall
Sent: Thursday, August 23, 2007 12:10 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 538] Re: Subscribers' Ideas for Special Topics

  Good point, Bill. It?s there now- under the Discussions section. Here?s
the link to the Corrections Education page:
  http://wiki.literacytent.org/index.php/Corrections_Education
  Ryan

  On 8/22/07 12:10 PM, "William R Muth/FS/VCU" <wrmuth at vcu.edu> wrote:

    Thanks Ryan! I suggest we cross reference Dominique?s discussion in the
Corrections Page of the Wiki as well...
    Bill

    Ryan Hall <ryanryanc at yahoo.com>
    Sent by: specialtopics-bounces at nifl.gov 08/22/2007 08:26 AM
    Please respond to
    specialtopics at nifl.gov

    To

    <specialtopics at nifl.gov>

    cc
    Subject

    [SpecialTopics 533] Re: Subscribers' Ideas for Special Topics

    Bill,
    Dominique?s discussion is in the Women & Literacy area on the ALE Wiki.
It is linked to the link Daphne sent you. Here?s the link to the Women &
Literacy page:
    http://wiki.literacytent.org/index.php/Compiled_discussions_from_the_Pov
erty%2C_Race%2C_Women_%26_Literacy_List
<http://wiki.literacytent.org/index.php/Compiled_discussions_from_the_Povert
y%2C_Race%2C_Women_%26_Literacy_List>
    Ryan

    On 8/21/07 9:12 PM, "William R Muth/FS/VCU" <wrmuth at vcu.edu> wrote:

    Thank you, Daphne,

    Actually, the correctional education discussion I was referring to was
moderated by Steve Steurer, John Linton and myself last September (2006). I
followed your link to Dominque's excellent discussion about incarcerated
women, & found the postings (not in digest form) from our September 2006
discussion:  http://www.nifl.gov/pipermail/specialtopics/2006/000205.html
<http://www.nifl.gov/pipermail/specialtopics/2006/000205.html> )

    Domique's discussion was superb, and the capsule summary is a great
resource... Thanks for sharing the link!  (I wonder if it could also posted
it in the ALE Wiki?)

    Bill

    "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
    Sent by: specialtopics-bounces at nifl.gov 08/21/2007 07:17 PM
    Please respond to
    specialtopics at nifl.gov
    To
    <specialtopics at nifl.gov>
    cc
    Subject
    [SpecialTopics 529]   Re: Subscribers' Ideas for Special Topics

    Perhaps you are referring to the discussion facilitated by Dominique
Chulp on the Poverty, Race, Women, and Literacy List called Bars,
Boundaries, and Barriers in Researching Women's Spaces from Feb. 12-16,
2007? This discussion has been summarized and is posted at:
    http://www.nifl.gov/lincs/discussions/povertyracewomen/07ChlupPrison.htm
l
<http://www.nifl.gov/lincs/discussions/povertyracewomen/07ChlupPrison.html>
    Daphne

    >>> William R Muth/FS/VCU <wrmuth at vcu.edu> 8/21/2007 2:08 PM >>>
    Last fall NIFL supported a special topic discussion on correctional
    education. I could not find it on the ALE Wiki, but will plan to edit
and
    post that discussion to the Wiki by the end of August (unless I've
    overlooked it & it's already out there?). It might be a good starting
    point for a discussion this fall...
    Bill Muth

    "Taylor Stoehr" <Taylor.Stoehr at umb.edu>
    Sent by: specialtopics-bounces at nifl.gov
    08/21/2007 01:20 PM
    Please respond to
    specialtopics at nifl.gov

    To
    <specialtopics at nifl.gov>
    cc

    Subject
    [SpecialTopics 523] Re: Subscribers' Ideas for Special Topics

    Corrections education is the most important issue in the US today.  I'd
    be eager to be a part of that discussion.

    Taylor Stoehr
    Facilitator, Changing Lives Through Literature (alternative sentencing
    program in Massachusetts courts and 6 other states)

    -----Original Message-----
    From: specialtopics-bounces at nifl.gov
    [mailto:specialtopics-bounces at nifl.gov]
<mailto:specialtopics-bounces at nifl.gov]> On Behalf Of Buser, Carolyn
    Sent: Tuesday, August 21, 2007 9:39 AM
    To: specialtopics at nifl.gov
    Subject: [SpecialTopics 521] Re: Subscribers' Ideas for Special Topics

                     I too would like to see a discussion on correctional
    education.
    It
    is absolutely the greatest investment return in all of adult education.
    Several panelists might be John Linton, former correctional educator and
    now
    Director of Correctional Education for the U.S. Department of Education,
    Bill Muth, former Director of Education for the Federal Bureau of
    Prisons
    and currently a professor of correctional education at Virginia
    Commonwealth
    University, and Steve Steurer, former correctional educator and now
    Executive Director of the Correctional Education Association.

    Carolyn Buser, Ph.D.
    Correctional Education Liaison
    Division of Adult Education and Literacy
    United States Department of Education
    202-245-6697
    carolyn.buser at ed.gov

    -----Original Message-----
    From: specialtopics-bounces at nifl.gov
    [mailto:specialtopics-bounces at nifl.gov]
<mailto:specialtopics-bounces at nifl.gov]>
    On Behalf Of cheryl gentry
    Sent: Monday, August 20, 2007 4:56 PM
    To: specialtopics at nifl.gov
    Cc: Shannon Lafargue; Renee Hall
    Subject: [SpecialTopics 517] Re: Subscribers' Ideas for Special Topics

    I teach GED in a prison in Norco, California. Would love a discussion on
    correctional education.Cheryl Gentry
    ----- Original Message -----
    From: "Cecil J Killacky" <ckillack at uno.edu>
    To: <specialtopics at nifl.gov>
    Cc: "Shannon Lafargue" <Shannon.Lafargue at cpsb.org>; "Renee Hall"
    <rcshall at bellsouth.net>
    Sent: Monday, August 20, 2007 11:44 AM
    Subject: [SpecialTopics 515] Re: Subscribers' Ideas for Special Topics

    Greetings - if there is an interest in corrections education, I have
    suggested two potential "panelists" to David who have recently completed
    doctoral dissertations that involved interviews with incarcerated
    individuals. While not focused specifically on literacy - their research
    does give voice to the views of students from whom we do not hear often
    if
    at all (i.e. actually incarcerated individuals).
    One paper focused on perceptions about corrections education, and the
    other
    about K-12 experiences of drop-outs who are now incarcerated
    ----------- each with a view to informing current educators about
    potential
    efforts to deter current students from such future ends.

    Cheers

    Jim Killacky

    ________________________________

    Colleagues,

    The Special Topics discussion list has had several discussions since
    May,
    2006,  and they are listed below. We have plans for two more discussions
    through September, not including this one that begins today.

    This week, we would like to hear your ideas for the Special Topics List.
    To
    start off, here are seven questions, not in any particular order. You
    can
    answer one, several or all of them.

    1. What topics would you like to suggest we discuss here?
    2. What guests -- or kinds of guests -- would you like to see invited?

    3. Based on what you have seen so far, what would you like to see
    emphasized
    in the future?
    4. What discussions have we had that you think deserve follow-up, and
    what
    areas do we need to probe in more depth?
    5. Consider the Special Topics discussion list as part of your
    professional
    development. How could the content of the discussions better meet your
    needs
    as a teacher, tutor, state or program level administrator, counselor,
    curriculum or professional developer, researcher or graduate student?
    6. What topics aren't covered by other discussion lists that might be
    addressed on the Special Topics list?
    7. What would you like to be different on the Special Topics list?

    Discussions Held to Date

        * The Adult Reading Components Study
        * Persistence
        * Formative Assessment
        * Corrections Family Literacy and Transition to the Community
        * What Works for Adult ESL Students
        * Community Literacy
        * GED Earnings Outcomes

    Discussions Planned for August and September

        * Subscribers' Ideas for Special Topics : August 20 -24 (this
    discussion)
        * What International Literacy Programs offer Programs in the U.S.:
    September 7 -14
        * Components of Numeracy: September 17 -21

    David J. Rosen
    Special Topics Discussion Moderator
    djrosen at comcast.net

    ________________________________

    -------------------------------
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    To unsubscribe or change your subscription settings, please go to
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<http://www.nifl.gov/mailman/listinfo/SpecialTopics>
    Email delivered to sbeaman at webster.edu

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    To unsubscribe or change your subscription settings, please go to
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    Email delivered to wfagan at mun.ca

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    > Email delivered to c-gentry at cox.net

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    Email delivered to carolyn.buser at ed.gov

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    Email delivered to taylor.stoehr at umb.edu
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    Email delivered to ryanryanc at yahoo.com

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From wfagan at mun.ca  Thu Aug 23 07:58:18 2007
From: wfagan at mun.ca (Will Fagan)
Date: Thu, 23 Aug 2007 09:28:18 -0230
Subject: [SpecialTopics 541] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <46CC84D0.121C.00A0.0@almanid.com>
References: <C2EF14B7.916B%sbeaman@webster.edu>
	<C2EF842A.19E5C%Janet_Isserlis@brown.edu>
	<46CC84D0.121C.00A0.0@almanid.com>
Message-ID: <597EF724-994B-41D4-BFDA-602705FAE189@mun.ca>

I agree it would be good to see the range of ideas that have been  
suggested. Corrections educations seems to have got a lot of billing  
with links to various websites. Is the specific or general appeal of  
the topic something that is taken into consideration when choosing a  
topic? Corrections education is likely to have appeal and meaning for  
those who are involved in this area of education/literacy. Or  
perhaps, a topic of special appeal could be alternated with one of  
general appeal.

On 22-Aug-07, at 8:17 PM, Katrina Hinson wrote:

> I'm going to agree with Janet. There have been so many topics  
> posted as possible ideas and they're all very good. I have one  
> request and that's perhaps a summary of ideas could be posted so we  
> can see what's been tossed out in a more concise form.
>
> I think any of the ideas posted would be great. Like the others,  
> I'd also be interested in a discussion focused on Correctons  
> education. The program I teach in provides services/classes at 3  
> prisons in one county - 1 maximum security prison, 1 moderate and 1  
> minimum security prison and we are always looking for innovative  
> ideas related to the personnel and students in such a unique  
> population.
>
> Regards,
> Katrina Hinson
>
>
>>>> Janet Isserlis <Janet_Isserlis at brown.edu> 8/20/2007 5:47 pm >>>
>> All
>>
>> so many engaging topics have been raised, that I hesitate to add  
>> anything to
>> the already rich list.
>>
>> It seems that this list, with a broad focus (that is, we can  
>> inform which
>> special topic is to be chosen as opposed to other lists with  
>> particular
>> interests) - I'm wondering if we might use the suggestions -  
>> perhaps combining
>> some (e.g. questions around corrections, others around data and  
>> its use, ways
>> we represent and talk about/advocate for the field and ways in  
>> which learners
>> are part of that process, for example) - so that we might focus  
>> for a week or
>> two on these topics in whatever sequence David or others might  
>> propose.
>>
>> The one thing I would ask is that maybe we begin some of those  
>> discussions
>> "ourselves" before inviting guests in.  I say this not to exclude  
>> guests, but
>> because sometimes it seems one or another list is hosting a guest  
>> moderated
>> event at the same time that another list is also hosting one, and  
>> so it feels
>> that we don't always have time to really reflect and contribute as  
>> we'd like
>> it.
>>
>> It could be that with 'just us' questions will bubble up that we  
>> can then seek
>> responses to/input from others with particular expertise?
>>
>> at any rate, the list does provide much fodder for PD, for me -  
>> for my own
>> learning, for pieces I pass along to others, and (for reference)  
>> through its
>> archives.
>>
>> I'd love it if we could slow down and really pace ourselves between
>> conversations,. but maybe that's just me feeling whelmed - to-  
>> overwhelmed
>> much of the time.
>>
>> thanks
>>
>> Janet
>>
>> 1. What topics would you like to suggest we discuss here?
>> 2. What guests -- or kinds of guests -- would you like to see  
>> invited?
>> 3. Based on what you have seen so far, what would you like to see  
>> emphasized
>> in the future?
>> 4. What discussions have we had that you think deserve follow-up,  
>> and what
>> areas do we need to probe in more depth?
>> 5. Consider the Special Topics discussion list as part of your  
>> professional
>> development. How could the content of the discussions better meet  
>> your needs
>> as a teacher, tutor, state or program level administrator, counselor,
>> curriculum or professional developer, researcher or graduate student?
>> 6. What topics aren't covered by other discussion lists that might be
>> addressed on the Special Topics list?
>> 7. What would you like to be different on the Special Topics list?
>>
>> Discussions Held to Date
>>
>>     * The Adult Reading Components Study
>>     * Persistence
>>     * Formative Assessment
>>     * Corrections Family Literacy and Transition to the Community
>>     * What Works for Adult ESL Students
>>     * Community Literacy
>>     * GED Earnings Outcomes
>>
>> Discussions Planned for August and September
>>
>>     * Subscribers' Ideas for Special Topics : August 20 -24 (this  
>> discussion)
>>     * What International Literacy Programs offer Programs in the  
>> U.S.:
>> September 7 -14
>>     * Components of Numeracy: September 17 -21
>>
>>
>> David J. Rosen
>> Special Topics Discussion Moderator
>> djrosen at comcast.net
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to sbeaman at webster.edu
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to janet_isserlis at brown.edu
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to wfagan at mun.ca

From djrosen at comcast.net  Thu Aug 23 08:35:53 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 23 Aug 2007 08:35:53 -0400
Subject: [SpecialTopics 542] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <597EF724-994B-41D4-BFDA-602705FAE189@mun.ca>
References: <C2EF14B7.916B%sbeaman@webster.edu>
	<C2EF842A.19E5C%Janet_Isserlis@brown.edu>
	<46CC84D0.121C.00A0.0@almanid.com>
	<597EF724-994B-41D4-BFDA-602705FAE189@mun.ca>
Message-ID: <FB531D1D-BF60-42DF-975C-CDB1C267F8FA@comcast.net>

Will and others,

We have had one discussion on corrections education, last year at  
this time, focusing on corrections family literacy programs, and  
featuring many of the guests who have been suggested.  It is archived at
http://www.nifl.gov/pipermail/specialtopics/2006/date.html   
(beginning with Message # 202)
I believe Bill Muth, one of the geusts in that discussion, will soon  
be archiving it in an easier-to-read format on the Adult Literacy  
Education Wiki
http://wiki.literacytent.org
I'm sure Bill will let us know when it's ready.

To answer your question, in choosing topics I consider many things,  
including whether or not the topic fits another discussion list.   
Since there is no National Institute for Literacy-sponsored  
corrections discussion list, I include corrections discussions on  
this list.  Since there is a workplace education discussion list,  
unless it is a synergy topic spanning workplace education and  
something else, it would probably be held on the Institute's  
Workplace Education discussion list, not here.

Those of you who would like another corrections discussion, what  
would you like to see as its focus?

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

On Aug 23, 2007, at 7:58 AM, Will Fagan wrote:

> I agree it would be good to see the range of ideas that have been
> suggested. Corrections educations seems to have got a lot of billing
> with links to various websites. Is the specific or general appeal of
> the topic something that is taken into consideration when choosing a
> topic? Corrections education is likely to have appeal and meaning for
> those who are involved in this area of education/literacy. Or
> perhaps, a topic of special appeal could be alternated with one of
> general appeal.
>
>
>
>
> On 22-Aug-07, at 8:17 PM, Katrina Hinson wrote:
>
>> I'm going to agree with Janet. There have been so many topics
>> posted as possible ideas and they're all very good. I have one
>> request and that's perhaps a summary of ideas could be posted so we
>> can see what's been tossed out in a more concise form.
>>
>> I think any of the ideas posted would be great. Like the others,
>> I'd also be interested in a discussion focused on Correctons
>> education. The program I teach in provides services/classes at 3
>> prisons in one county - 1 maximum security prison, 1 moderate and 1
>> minimum security prison and we are always looking for innovative
>> ideas related to the personnel and students in such a unique
>> population.
>>
>> Regards,
>> Katrina Hinson
>>
>>
>>>>> Janet Isserlis <Janet_Isserlis at brown.edu> 8/20/2007 5:47 pm >>>
>>> All
>>>
>>> so many engaging topics have been raised, that I hesitate to add
>>> anything to
>>> the already rich list.
>>>
>>> It seems that this list, with a broad focus (that is, we can
>>> inform which
>>> special topic is to be chosen as opposed to other lists with
>>> particular
>>> interests) - I'm wondering if we might use the suggestions -
>>> perhaps combining
>>> some (e.g. questions around corrections, others around data and
>>> its use, ways
>>> we represent and talk about/advocate for the field and ways in
>>> which learners
>>> are part of that process, for example) - so that we might focus
>>> for a week or
>>> two on these topics in whatever sequence David or others might
>>> propose.
>>>
>>> The one thing I would ask is that maybe we begin some of those
>>> discussions
>>> "ourselves" before inviting guests in.  I say this not to exclude
>>> guests, but
>>> because sometimes it seems one or another list is hosting a guest
>>> moderated
>>> event at the same time that another list is also hosting one, and
>>> so it feels
>>> that we don't always have time to really reflect and contribute as
>>> we'd like
>>> it.
>>>
>>> It could be that with 'just us' questions will bubble up that we
>>> can then seek
>>> responses to/input from others with particular expertise?
>>>
>>> at any rate, the list does provide much fodder for PD, for me -
>>> for my own
>>> learning, for pieces I pass along to others, and (for reference)
>>> through its
>>> archives.
>>>
>>> I'd love it if we could slow down and really pace ourselves between
>>> conversations,. but maybe that's just me feeling whelmed - to-
>>> overwhelmed
>>> much of the time.
>>>
>>> thanks
>>>
>>> Janet
>>>
>>> 1. What topics would you like to suggest we discuss here?
>>> 2. What guests -- or kinds of guests -- would you like to see
>>> invited?
>>> 3. Based on what you have seen so far, what would you like to see
>>> emphasized
>>> in the future?
>>> 4. What discussions have we had that you think deserve follow-up,
>>> and what
>>> areas do we need to probe in more depth?
>>> 5. Consider the Special Topics discussion list as part of your
>>> professional
>>> development. How could the content of the discussions better meet
>>> your needs
>>> as a teacher, tutor, state or program level administrator,  
>>> counselor,
>>> curriculum or professional developer, researcher or graduate  
>>> student?
>>> 6. What topics aren't covered by other discussion lists that  
>>> might be
>>> addressed on the Special Topics list?
>>> 7. What would you like to be different on the Special Topics list?
>>>
>>> Discussions Held to Date
>>>
>>>     * The Adult Reading Components Study
>>>     * Persistence
>>>     * Formative Assessment
>>>     * Corrections Family Literacy and Transition to the Community
>>>     * What Works for Adult ESL Students
>>>     * Community Literacy
>>>     * GED Earnings Outcomes
>>>
>>> Discussions Planned for August and September
>>>
>>>     * Subscribers' Ideas for Special Topics : August 20 -24 (this
>>> discussion)
>>>     * What International Literacy Programs offer Programs in the
>>> U.S.:
>>> September 7 -14
>>>     * Components of Numeracy: September 17 -21
>>>
>>>
>>> David J. Rosen
>>> Special Topics Discussion Moderator
>>> djrosen at comcast.net
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> -------------------------------
>>> National Institute for Literacy
>>> Special Topics mailing list
>>> SpecialTopics at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>> Email delivered to sbeaman at webster.edu
>>
>>
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to janet_isserlis at brown.edu
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to wfagan at mun.ca
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

From wfagan at mun.ca  Thu Aug 23 08:52:46 2007
From: wfagan at mun.ca (Will Fagan)
Date: Thu, 23 Aug 2007 10:22:46 -0230
Subject: [SpecialTopics 543] Re: Summary of Special Topics discussion so far
In-Reply-To: <273103AE-8661-4B64-BB81-489356F257C2@comcast.net>
References: <273103AE-8661-4B64-BB81-489356F257C2@comcast.net>
Message-ID: <F17BBBCB-7708-4772-B7BB-79B11467027D@mun.ca>

The topic I suggested is not included.
How do we know that the learners we work with have reached the  
"critical/independent" stage of literacy where they can stand on  
their own and continue their learning?
I have  seen many learners "graduate" from literacy programs but are  
still limited and "dependent" (in that they must rely on support from  
others) in carrying out literacy tasks.
I believe if we do not enable learners to reach this stage, we lose a  
lot of good leadership.
At a certain time the baby robin no longer needs the confines of the  
nest or the support of its mother in moving out into the world on its  
own, to eventually do (and maybe do better) what the parent robins  
do. When have learners reached this stage? This  applies to  
corrections learners as well as to others. Recidivism depends a lot  
on being independent versus being dependent on or influenced by  
others. I would think literacy must play some role here.

On 23-Aug-07, at 9:37 AM, David J. Rosen wrote:

> Special Topics Colleagues,
>
> Katrina Hinson suggested that a summary of the discussion so far  
> would be helpful.  You'll find one below.
>
> As you look at the summary, consider:  Are there any other topics  
> that should be added? Are there other guests who you would like to  
> suggest? Would you like more information/clarification about what  
> is already listed (possibly my summary distorted the intent of what  
> someone wrote -- if so, let us know, or provide amplification.)
>
> Janet Isserlis suggested that this discussion list would be a good  
> place for what I am calling "synergistic" discussions -- bold  
> combinations of topics.  If you have ideas for such synergy topics,  
> let us know.
>
> David J. Rosen
> djrosen at comcast.net
>
> 								Topics and Possible Guests
>
> Immigration
> ?      Local immigration policies and how they impact students and  
> teachers of Adult Education
> ?      The impact of the Bush administration?s Homeland Security  
> plans to enforce current immigration laws and the development of a  
> national plan for citizenship education. See http:// 
> www.whitehouse.gov/news/releases/2007/08/20070810.html
> ?       Incarcerated immigrants: how many participate in ABE  
> classes, and the long-term results for those who participate and  
> those who do not (this could include a discussion of why some do  
> not participate and how available these classes are to incarcerated  
> immigrants, especially illegal immigrants)
>
> ?      Qualitative studies of immigrants pursuing ABE and ESOL  
> education; perspectives of students, teachers and administration
> ?      Collaborative efforts between state and federal agencies and  
> non-profits to expand the human rights of immigrants, women, and  
> low income pursuing education and self-improvement
> ?      Immigrant integration and the role that language and  
> literacy development can play in that goal ? perhaps with a strong  
> focus on what it takes to not only support immigrants making a new  
> life in the US but how we as a society can do to support  
> communities that have a hard time absorbing large numbers of  
> newcomers ? and what we in adult education can do so we don?t  
> pit the different kinds of needs of native born and foreign-born  
> citizens/residents against each other.
>
> Possible Guests
> ?      Professionals in the field to discuss their perspectives of  
> immigrants working towards assimilation, citizenship and language  
> skills
>
> Technology
> ?     Technological literacy: who has it, who doesn?t, how we  
> can improve it
> ?     Gender differences in technological pedagogy (for example,  
> is there a difference between the way males and females teach basic  
> technical skills?  Do men and women have different learning styles  
> when it comes to technology?  How does this affect students?)
> ?     What is being done around the US to better use educational  
> technologies to provide more and better learning opportunities for  
> adults?
>
> Possible Guests
> ?      Teachers in the field of technological literacy
> ?      People who are using technologies in creative ways.
>
>
> Corrections Education/Ex offender re-entry
> (6 people mentioned this topic as of 8/22)
> ?    Helping ex-offenders transition to productive lives has  
> tremendous implications for our society.  We are starting a new  
> program and could benefit from learning from others who are already  
> running successful programs.
> ?    Transition programs for ex-offenders who studied in jail/ 
> prison and need to connect to educational opportunities in the  
> community.. Too many ex-offenders leave prison and are faced with  
> immediate housing and employment needs, and have no easy access to  
> complete their studies. Access to educational services becomes a  
> way to reduce recidivism.
> ?    Literacy Volunteers of Westchester County is currently working  
> on a Corrections Education version for their bilingual low-literate  
> EL/Civics curriculum (Civics for Immigrants: From Native Language  
> to English Literacy) and it is interesting to see what changes need  
> to be made in language, content, and tasks.  I would be curious  
> about how others see the differences, specifically with regard to  
> civics topics and tasks.
> ?    I deal with the education of inmates in our local jail - some  
> of whom are awaiting transfer to the penitentiary.  I am  
> particularly interested in how other programs are funded, as ours  
> is volunteer instruction and jail paid testing for the GED.  Also,  
> interested in approaches for special education for those whose  
> services have not existed for many years.
>
> Possible Guests
> ? Administrators in the criminal justice system and law officers  
> who will openly discuss communication efforts and issues from their  
> perspectives and interactions
> ? I have suggested two potential "panelists" to David who have  
> recently completed doctoral dissertations that involved interviews  
> with incarcerated individuals. While not focused specifically on  
> literacy - their research does give voice to the views of students  
> from whom we do not hear often if at all (i.e. actually  
> incarcerated individuals). One paper focused on perceptions about  
> corrections education, and the other about K-12 experiences of drop- 
> outs who are now incarcerated -- each with a view to informing  
> current educators about potential efforts to deter current students  
> from such future ends.
> ? John Linton, former correctional educator and now Director of  
> Correctional Education for the U.S. Department of Education
> ? Bill Muth, former Director of Education for the Federal Bureau  
> of Prisons and currently a professor of correctional education at  
> Virginia Commonwealth University
> ? Steve Steurer, former correctional educator and now Executive  
> Director of the Correctional Education Association
> ? Carolyn Buser, former director of correctional education and  
> current adult education specialist at the U.S. Department of  
> Education who has a wealth of knowledge about how the adult  
> education system and correctional education system works together.
> ? John Nally, director of CE in Indiana who is Chair of the  
> Council of Directors of CE
>
> Work-related Literacy/Basic Skills
> ? Work-related basic skills: What is now being done around the US  
> and world (at national, state, and local levels) to help job  
> seekers and incumbent develop the basic skills and other career  
> tools (e.g., technical knowledge, credentials, connections, etc.)  
> to move into and succeed in rewarding jobs? (Possible guests: In  
> addition to US-based people, we might invite representatives of New  
> Zealand, the UK, and Canada to participate.)
> ? Looking at workforce education programs that are partnerships  
> between businesses and local literacy organizations: the structure  
> of the program, curriculum and assessments
>
> Family-related Literacy/Basic Skills
> ? Family-related basic skills: What is now being done around the  
> US and world (at national, state, and local levels) to help adults  
> develop the basic skills and other life tools they need to help  
> their families deal with educational, health, financial, housing,  
> and other needs? (Possible guests: People who are thinking outside  
> the box on what constitutes "family literacy.")
>
> Civics-related Literacy/Basic Skills
> ? Civics-related basic skills: What is now being done around the  
> US and world (at national, state, and local levels) to help adults  
> develop the basic skills and other life tools they need to  
> participate actively as community members and citizens?  (Possible  
> guests: People who are thinking outside the box on what constitutes  
> civic literacy/citizenship education.)
>
> Leadership
> ? What is being done to build leadership for adult education among  
> stakeholder groups (e.g., employers; populations with low levels of  
> reading skills, language fluency, and educational attainment;  
> criminal justice agencies; etc.) who theoretically should have an  
> interest in this field but who have largely been silent and  
> invisible?  (Possible guests: critical thinkers in this area. Maybe  
> tie this in with the state policy topic below.)
> ? Adult learner leadership: What is being done to promote/develop  
> the leadership capacities of adult learners?  Why is it important  
> to do so?  What are ways of doing so?  What are challenges and  
> resources for doing so?  (Possible guests: Representatives of  
> national, state and local adult learner groups and the  
> practitioners they work with.)
>
> Policy
> ? State policy: What are states doing to build adult learning  
> systems that prepare adults for work, family, and civic  
> responsibilities?  (Possible guests: Representatives of some states  
> which have shown innovation and commitment regarding adult  
> education policy.)
>
> Advocacy and Public Awareness
> ? How to encourage adult learners to advocate for education for  
> themselves and others including those for whom the GED is not a  
> viable goal.
> ? What do the public, donors, and elected officials REALLY need to  
> know about the impact of low-level literacy skills in our country  
> so that professionals get the help that they need to meet service  
> demands?  What is essential information we should be collecting or  
> calculating?  We have to appeal to different audiences:  What  
> messages are attractive to the general public vs donors vs elected  
> officials?
> ? How do we grab the attention of the general tax-paying  
> population and major funding organizations to the critical need of  
> literacy programs.  I have  seen the extensive research and results  
> but not seen strategies to engage the general and specific  
> populations.
> ? There was a big push in the wake of the 2000 National Literacy  
> Summit, From the Margins to the Mainstream, an Action Agenda for  
> Literacy.  Seven years later we are still very clearly at the  
> margins.  Was it the wrong agenda?  In a nutshell, the agenda was  
> three pronged.
>
> Priority 1- Resources
> Priority 2- Access
> Priority 3- Quality
>
> Could we use the discussion list to revisit and reformulate an  
> Action Agenda?  As a first thought, I would think that Priority 1  
> would be answering the following question:  How do we make a  
> compelling case to the general public, the media, the politicians,  
> and policy makers that the achievement of universal adult literacy  
> (in English) is central to the preservation of our nation?s  
> founding principles as well as our social and economic well being?
>
> Possible Guests
> ?      People with influence who have the ability to be advocates? 
> or people who are adversarial who also have influence.  We could  
> learn from those who are anti.
>
> System Building
> ? In a time of limited resources, are adult educators retreating  
> from building effective learning systems or are we finding new ways  
> and resources to provide more and better quality services?   
> (Possible guests: Critical thinkers in this area. Maybe tie this in  
> with the state policy topic above.)
> ? What is the essence of the US ABE/ESOL system (what works and  
> what doesn?t?) and how does it compare to systems in other  
> countries?
>
> For example, In the U.S. the adult education system is somewhat (ok  
> a lot) separate from the job training and workforce development  
> system making it difficult to implement integrated models that  
> combine education and training. How are other countries managing to  
> embed language and literacy development into services designed to  
> help adults get jobs with a future.
>
> Another example, here in the U.S., family literacy focuses on  
> teaching language and literacy skills in the context of life skills  
> and helping parents understand the U.S. school system so they can  
> help their children succeed. Other models (in the UK and some in  
> Canada), help parents who?ve had few opportunities for schooling  
> acquire the content knowledge their kids are learning (math, social  
> science, geography, history) so that when there are questions the  
> child has (about school, homework, tests), the parents can answer  
> them with authority. I can see this system meshing nicely with what  
> the GED is trying to do but if would be good to hear from experts  
> in other countries about their insights into what has worked and  
> what hasn?t.
>
> Learning Disabilities (styles, disorders, differences)
> ? We know that students drop out of high school for a variety of  
> reasons. How many drop out because they do not fit into the  
> standard  educational model? One respondent noted that many adult  
> learners do not do well in traditional test-taking situations.   
> Would they do better with alternative assessments? Should we  
> educate them using the same model in which they were previously  
> unsuccessful? How many are AD/HD? How many have what a psychologist  
> my describe as a "Anti-Social Personality Disorder"? Should we  
> continue to try to put them in a one-size-fits-all learning  
> situation? Is it even practical, given the limited adult education  
> resources,  to try to assess differences beyond literacy levels?
>
> Writing
> ? How to develop/encourage/support independent/critical readers  
> and writers. At what point do/can adult learners "leave the nest"  
> and challenge ideas on their own? Is that not the epitome of literacy?
>
> Assessment
> ? Assessment as a way to capture what counts and giving learners  
> the opportunity to demonstrate knowledge and skills in ways that  
> reflect real life tasks. Have we all just gotten so beaten up by  
> the required standardized testing that there is no room or desire  
> to consider alternatives?
>
> Other Possible Guests
> ? Local and national policy makers willing to discuss impact of  
> literacy issues and plans for reform
>
> 						In the future, emphasize:
>
> ? Discussion of student profiles and specific, personal,  
> qualitative anecdotes about students, ESOL and ABE teachers
> ? More focus on specific students, classes, and student  
> populations (such as immigrants, adults, K-3, 4-6, postsecondary,  
> etc.) Look from the ground up and not the top down in order to  
> really make sense of the issues related to literacy and THEN apply  
> the information to the level used by policy makers and administrators
> ? More links to national and local studies with follow up  
> discussions (but not too many studies at one time)
> ? Further explanation and exploration of related statistics and  
> how these impact daily interactions between students and teachers  
> in Adult Ed and K-12
>
> ? Simultaneous unification of the ABE and Literacy field.  We all  
> came together when ABE was on the verge of being cut.  We need to  
> be proactive (not that I have been) not reactive.
>
> 							
> 						Other Comments
>
> ? Use live chatting instead of asynchronous text discussions
> ? Combine topics (e.g. corrections, data and advocacy ?  
> including learners as advocates) using the Special Topics list for  
> synergistic discussions
> ? Begin some discussions "ourselves" before inviting guests. It  
> could be that with 'just us' questions will bubble up that we can  
> then seek responses to/input from others with particular expertise?
> ? Slow down and really pace ourselves between conversations
> ? Why have we not compiled statistics in a way that serves all of  
> our purposes?  Most of the data on the NIFL web site is very  
> dated.  That?s sad.
> ? I don?t think we are very politically outspoken.  Over the  
> past seven years, the media has failed us and the many of us have  
> opted to be CAREFUL about how we express our discontent.  Support  
> for people most in need has dwindled down to a pathetic state and,  
> in general, the outrage is but a peep in the night.  It?s  
> disgusting.  I don?t know that it serves us to bash The  
> Administration?but let?s stop pretending that there wasn?t a  
> genuine attempt to dismantle the ABE systems just a couple of years  
> ago.  The worst kind of politics is when one side doesn?t want to  
> acknowledge blatant abuse of the public?because it makes their  
> party look bad.  I don?t really care for the left or the right.   
> We need to do a better job of being on OUR OWN SIDE?the side of  
> greater literacy for all.  We need to take risks that might  
> regenerate the movement.  I?m under-impressed with discussion  
> lists in general.  They tend to be heavy on philosophy, intellect,  
> and light on raw truth and gutsy calls to action.
> -----
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to wfagan at mun.ca

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From Taylor.Stoehr at umb.edu  Thu Aug 23 08:54:33 2007
From: Taylor.Stoehr at umb.edu (Taylor Stoehr)
Date: Thu, 23 Aug 2007 08:54:33 -0400
Subject: [SpecialTopics 544] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <FB531D1D-BF60-42DF-975C-CDB1C267F8FA@comcast.net>
References: <C2EF14B7.916B%sbeaman@webster.edu><C2EF842A.19E5C%Janet_Isserlis@brown.edu><46CC84D0.121C.00A0.0@almanid.com><597EF724-994B-41D4-BFDA-602705FAE189@mun.ca>
	<FB531D1D-BF60-42DF-975C-CDB1C267F8FA@comcast.net>
Message-ID: <5ACB5AED488C2F44A5B4B8FEA0B0F122B7697A@ebe3.umassb.net>

Here are my preferences for focusing the discussion of corrections
education: (1) re-entry concerns, like working with probationers as well
as thinking about what kinds of inmate programs are useful for
preparation for release (not just GED, or job-training, or
problem-oriented like substance abuse, but also "change of attitude" and
"new commitment to the social order" such as claiming a share in the
democratic society, advocacy of prison reform, or CORI reform -- some
kind of engagement with people outside the walls working for change --
but how does one teach THAT?)  (2) Use of literature, especially poetry
but also drama and autobiography/memoir as a means to (1).

Taylor Stoehr
Cbanging Lives Through Literature

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Thursday, August 23, 2007 8:36 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 542] Re: Subscribers' Ideas for Special Topics

Will and others,

We have had one discussion on corrections education, last year at  
this time, focusing on corrections family literacy programs, and  
featuring many of the guests who have been suggested.  It is archived at
http://www.nifl.gov/pipermail/specialtopics/2006/date.html   
(beginning with Message # 202)
I believe Bill Muth, one of the geusts in that discussion, will soon  
be archiving it in an easier-to-read format on the Adult Literacy  
Education Wiki
http://wiki.literacytent.org
I'm sure Bill will let us know when it's ready.

To answer your question, in choosing topics I consider many things,  
including whether or not the topic fits another discussion list.   
Since there is no National Institute for Literacy-sponsored  
corrections discussion list, I include corrections discussions on  
this list.  Since there is a workplace education discussion list,  
unless it is a synergy topic spanning workplace education and  
something else, it would probably be held on the Institute's  
Workplace Education discussion list, not here.

Those of you who would like another corrections discussion, what  
would you like to see as its focus?

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

On Aug 23, 2007, at 7:58 AM, Will Fagan wrote:

> I agree it would be good to see the range of ideas that have been
> suggested. Corrections educations seems to have got a lot of billing
> with links to various websites. Is the specific or general appeal of
> the topic something that is taken into consideration when choosing a
> topic? Corrections education is likely to have appeal and meaning for
> those who are involved in this area of education/literacy. Or
> perhaps, a topic of special appeal could be alternated with one of
> general appeal.
>
>
>
>
> On 22-Aug-07, at 8:17 PM, Katrina Hinson wrote:
>
>> I'm going to agree with Janet. There have been so many topics
>> posted as possible ideas and they're all very good. I have one
>> request and that's perhaps a summary of ideas could be posted so we
>> can see what's been tossed out in a more concise form.
>>
>> I think any of the ideas posted would be great. Like the others,
>> I'd also be interested in a discussion focused on Correctons
>> education. The program I teach in provides services/classes at 3
>> prisons in one county - 1 maximum security prison, 1 moderate and 1
>> minimum security prison and we are always looking for innovative
>> ideas related to the personnel and students in such a unique
>> population.
>>
>> Regards,
>> Katrina Hinson
>>
>>
>>>>> Janet Isserlis <Janet_Isserlis at brown.edu> 8/20/2007 5:47 pm >>>
>>> All
>>>
>>> so many engaging topics have been raised, that I hesitate to add
>>> anything to
>>> the already rich list.
>>>
>>> It seems that this list, with a broad focus (that is, we can
>>> inform which
>>> special topic is to be chosen as opposed to other lists with
>>> particular
>>> interests) - I'm wondering if we might use the suggestions -
>>> perhaps combining
>>> some (e.g. questions around corrections, others around data and
>>> its use, ways
>>> we represent and talk about/advocate for the field and ways in
>>> which learners
>>> are part of that process, for example) - so that we might focus
>>> for a week or
>>> two on these topics in whatever sequence David or others might
>>> propose.
>>>
>>> The one thing I would ask is that maybe we begin some of those
>>> discussions
>>> "ourselves" before inviting guests in.  I say this not to exclude
>>> guests, but
>>> because sometimes it seems one or another list is hosting a guest
>>> moderated
>>> event at the same time that another list is also hosting one, and
>>> so it feels
>>> that we don't always have time to really reflect and contribute as
>>> we'd like
>>> it.
>>>
>>> It could be that with 'just us' questions will bubble up that we
>>> can then seek
>>> responses to/input from others with particular expertise?
>>>
>>> at any rate, the list does provide much fodder for PD, for me -
>>> for my own
>>> learning, for pieces I pass along to others, and (for reference)
>>> through its
>>> archives.
>>>
>>> I'd love it if we could slow down and really pace ourselves between
>>> conversations,. but maybe that's just me feeling whelmed - to-
>>> overwhelmed
>>> much of the time.
>>>
>>> thanks
>>>
>>> Janet
>>>
>>> 1. What topics would you like to suggest we discuss here?
>>> 2. What guests -- or kinds of guests -- would you like to see
>>> invited?
>>> 3. Based on what you have seen so far, what would you like to see
>>> emphasized
>>> in the future?
>>> 4. What discussions have we had that you think deserve follow-up,
>>> and what
>>> areas do we need to probe in more depth?
>>> 5. Consider the Special Topics discussion list as part of your
>>> professional
>>> development. How could the content of the discussions better meet
>>> your needs
>>> as a teacher, tutor, state or program level administrator,  
>>> counselor,
>>> curriculum or professional developer, researcher or graduate  
>>> student?
>>> 6. What topics aren't covered by other discussion lists that  
>>> might be
>>> addressed on the Special Topics list?
>>> 7. What would you like to be different on the Special Topics list?
>>>
>>> Discussions Held to Date
>>>
>>>     * The Adult Reading Components Study
>>>     * Persistence
>>>     * Formative Assessment
>>>     * Corrections Family Literacy and Transition to the Community
>>>     * What Works for Adult ESL Students
>>>     * Community Literacy
>>>     * GED Earnings Outcomes
>>>
>>> Discussions Planned for August and September
>>>
>>>     * Subscribers' Ideas for Special Topics : August 20 -24 (this
>>> discussion)
>>>     * What International Literacy Programs offer Programs in the
>>> U.S.:
>>> September 7 -14
>>>     * Components of Numeracy: September 17 -21
>>>
>>>
>>> David J. Rosen
>>> Special Topics Discussion Moderator
>>> djrosen at comcast.net
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> -------------------------------
>>> National Institute for Literacy
>>> Special Topics mailing list
>>> SpecialTopics at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>> Email delivered to sbeaman at webster.edu
>>
>>
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to janet_isserlis at brown.edu
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to wfagan at mun.ca
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to taylor.stoehr at umb.edu

From kbeall at onlyinternet.net  Thu Aug 23 09:49:37 2007
From: kbeall at onlyinternet.net (Kaye Beall)
Date: Thu, 23 Aug 2007 09:49:37 -0400
Subject: [SpecialTopics 545] Survey on Professional Development
	Needs/National Institute for Literacy
In-Reply-To: <5ACB5AED488C2F44A5B4B8FEA0B0F122B7697A@ebe3.umassb.net>
References: <C2EF14B7.916B%sbeaman@webster.edu><C2EF842A.19E5C%Janet_Isserlis@brown.edu><46CC84D0.121C.00A0.0@almanid.com><597EF724-994B-41D4-BFDA-602705FAE189@mun.ca><FB531D1D-BF60-42DF-975C-CDB1C267F8FA@comcast.net>
	<5ACB5AED488C2F44A5B4B8FEA0B0F122B7697A@ebe3.umassb.net>
Message-ID: <007401c7e58c$72af4620$020ba8c0@your4105e587b6>

 

 

Adult education teachers and administrators:  

Have you ever wished you could have some input into decisions that are being
made nationally on professional development opportunities?  If so, here is
your chance to express your opinion and share your thoughts.  

 

The National Institute for Literacy is conducting a survey on the
professional development needs of adult education practitioners across the
country.  We need your help to gather information that reflects your own
needs in the area of professional development as well as how you think
professional development should be offered.  We are asking for only 10-15
minutes of your time.  

 

 

Follow this link to take the survey at
http://www.nifl.gov/lincs/needssurvey/.

 

 

Information collected from the professional development needs survey will be
used by the Institute and the LINCS Regional Resource Centers to (1) give us
insights on how Institute-produced materials and training can be
disseminated and (2) identify areas where the Institute might want to
develop additional materials and trainings. The Regional Resource Centers
will use the data to develop a regional dissemination plan that will include
how to best disseminate and present Institute-sponsored resources and
training in partnership with the state organizations.

 

The National Institute for Literacy, a federal agency, 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. 

 

The National Institute for Literacy is committed to the dissemination of
high-quality resources to help practitioners use evidence-based
instructional practices that improve outcomes in adult learners' literacy
skills. LINCS is the backbone of the Institute's dissemination system,
providing information on a wide variety of literacy relevant topics, issues,
and resources through regional resource centers, collections of resources,
and discussion lists.  For more information about the National Institute for
Literacy and LINCS visit http://www.nifl.gov <http://www.nifl.gov/> .  

 

 

NOTE: The valid OMB control number for this information collection is
1800-0011 v. 86.

 

 

National Institute for Literacy

Regional Resource Centers

 

Kaye Beall, Co-Director

Region 1 Resource Center

World Education, Inc./U.S. Division

kaye_beall at worlded.org

765.717.3942

 

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From wrmuth at vcu.edu  Thu Aug 23 12:13:23 2007
From: wrmuth at vcu.edu (William R Muth/FS/VCU)
Date: Thu, 23 Aug 2007 12:13:23 -0400
Subject: [SpecialTopics 546] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <FB531D1D-BF60-42DF-975C-CDB1C267F8FA@comcast.net>
Message-ID: <OFF4693C6B.27BD2B04-ON85257340.00571FEB-85257340.00591D8C@vcu.edu>

David,
Consistent with Taylor Stoehr's suggestions, I would like to discuss 
social-learning approaches (small group discussion, paired readings, 
support for letter writing, etc.) in prison literacy classrooms. Although 
these methods are basic to adult learning and transformative learning, and 
have been used successfully by many correctional educators, they have been 
characterized as dangerous by some who work within prison systems (and 
cultures) that are too invested in exclusively individualized 
instructional models. Maybe this is not as big of an issue as I think, but 
I'd love to get others' thoughts about it (when the discussion starts).

Also, thank you, Ryan Hall, for creating the link to Dominique's 
discussion on the Corrections page of the ALE Wiki. Great!
-Bill

"David J. Rosen" <djrosen at comcast.net> 
Sent by: specialtopics-bounces at nifl.gov
08/23/2007 08:37 AM
Please respond to
specialtopics at nifl.gov

To
specialtopics at nifl.gov
cc

Subject
[SpecialTopics 542] Re: Subscribers' Ideas for Special Topics

Will and others,

We have had one discussion on corrections education, last year at 
this time, focusing on corrections family literacy programs, and 
featuring many of the guests who have been suggested.  It is archived at
http://www.nifl.gov/pipermail/specialtopics/2006/date.html 
(beginning with Message # 202)
I believe Bill Muth, one of the geusts in that discussion, will soon 
be archiving it in an easier-to-read format on the Adult Literacy 
Education Wiki
http://wiki.literacytent.org
I'm sure Bill will let us know when it's ready.

To answer your question, in choosing topics I consider many things, 
including whether or not the topic fits another discussion list. 
Since there is no National Institute for Literacy-sponsored 
corrections discussion list, I include corrections discussions on 
this list.  Since there is a workplace education discussion list, 
unless it is a synergy topic spanning workplace education and 
something else, it would probably be held on the Institute's 
Workplace Education discussion list, not here.

Those of you who would like another corrections discussion, what 
would you like to see as its focus?

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

On Aug 23, 2007, at 7:58 AM, Will Fagan wrote:

> I agree it would be good to see the range of ideas that have been
> suggested. Corrections educations seems to have got a lot of billing
> with links to various websites. Is the specific or general appeal of
> the topic something that is taken into consideration when choosing a
> topic? Corrections education is likely to have appeal and meaning for
> those who are involved in this area of education/literacy. Or
> perhaps, a topic of special appeal could be alternated with one of
> general appeal.
>
>
>
>
> On 22-Aug-07, at 8:17 PM, Katrina Hinson wrote:
>
>> I'm going to agree with Janet. There have been so many topics
>> posted as possible ideas and they're all very good. I have one
>> request and that's perhaps a summary of ideas could be posted so we
>> can see what's been tossed out in a more concise form.
>>
>> I think any of the ideas posted would be great. Like the others,
>> I'd also be interested in a discussion focused on Correctons
>> education. The program I teach in provides services/classes at 3
>> prisons in one county - 1 maximum security prison, 1 moderate and 1
>> minimum security prison and we are always looking for innovative
>> ideas related to the personnel and students in such a unique
>> population.
>>
>> Regards,
>> Katrina Hinson
>>
>>
>>>>> Janet Isserlis <Janet_Isserlis at brown.edu> 8/20/2007 5:47 pm >>>
>>> All
>>>
>>> so many engaging topics have been raised, that I hesitate to add
>>> anything to
>>> the already rich list.
>>>
>>> It seems that this list, with a broad focus (that is, we can
>>> inform which
>>> special topic is to be chosen as opposed to other lists with
>>> particular
>>> interests) - I'm wondering if we might use the suggestions -
>>> perhaps combining
>>> some (e.g. questions around corrections, others around data and
>>> its use, ways
>>> we represent and talk about/advocate for the field and ways in
>>> which learners
>>> are part of that process, for example) - so that we might focus
>>> for a week or
>>> two on these topics in whatever sequence David or others might
>>> propose.
>>>
>>> The one thing I would ask is that maybe we begin some of those
>>> discussions
>>> "ourselves" before inviting guests in.  I say this not to exclude
>>> guests, but
>>> because sometimes it seems one or another list is hosting a guest
>>> moderated
>>> event at the same time that another list is also hosting one, and
>>> so it feels
>>> that we don't always have time to really reflect and contribute as
>>> we'd like
>>> it.
>>>
>>> It could be that with 'just us' questions will bubble up that we
>>> can then seek
>>> responses to/input from others with particular expertise?
>>>
>>> at any rate, the list does provide much fodder for PD, for me -
>>> for my own
>>> learning, for pieces I pass along to others, and (for reference)
>>> through its
>>> archives.
>>>
>>> I'd love it if we could slow down and really pace ourselves between
>>> conversations,. but maybe that's just me feeling whelmed - to-
>>> overwhelmed
>>> much of the time.
>>>
>>> thanks
>>>
>>> Janet
>>>
>>> 1. What topics would you like to suggest we discuss here?
>>> 2. What guests -- or kinds of guests -- would you like to see
>>> invited?
>>> 3. Based on what you have seen so far, what would you like to see
>>> emphasized
>>> in the future?
>>> 4. What discussions have we had that you think deserve follow-up,
>>> and what
>>> areas do we need to probe in more depth?
>>> 5. Consider the Special Topics discussion list as part of your
>>> professional
>>> development. How could the content of the discussions better meet
>>> your needs
>>> as a teacher, tutor, state or program level administrator, 
>>> counselor,
>>> curriculum or professional developer, researcher or graduate 
>>> student?
>>> 6. What topics aren't covered by other discussion lists that 
>>> might be
>>> addressed on the Special Topics list?
>>> 7. What would you like to be different on the Special Topics list?
>>>
>>> Discussions Held to Date
>>>
>>>     * The Adult Reading Components Study
>>>     * Persistence
>>>     * Formative Assessment
>>>     * Corrections Family Literacy and Transition to the Community
>>>     * What Works for Adult ESL Students
>>>     * Community Literacy
>>>     * GED Earnings Outcomes
>>>
>>> Discussions Planned for August and September
>>>
>>>     * Subscribers' Ideas for Special Topics : August 20 -24 (this
>>> discussion)
>>>     * What International Literacy Programs offer Programs in the
>>> U.S.:
>>> September 7 -14
>>>     * Components of Numeracy: September 17 -21
>>>
>>>
>>> David J. Rosen
>>> Special Topics Discussion Moderator
>>> djrosen at comcast.net
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> -------------------------------
>>> National Institute for Literacy
>>> Special Topics mailing list
>>> SpecialTopics at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>> Email delivered to sbeaman at webster.edu
>>
>>
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to janet_isserlis at brown.edu
>>
>> -------------------------------
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>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to wfagan at mun.ca
>
> -------------------------------
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From tmechem at doe.mass.edu  Thu Aug 23 09:30:34 2007
From: tmechem at doe.mass.edu (Mechem, Thompson)
Date: Thu, 23 Aug 2007 09:30:34 -0400
Subject: [SpecialTopics 547] Re: Subscribers' Ideas for Special Topics
Message-ID: <29CFEE83EDF92741BF0ED3F5D9BC7E8705EB25@exchange2.doe.mass.edu>

Taylor---

I couldn't agree more with your comment about the use of literature, not
just for corrections programs but for every type of Adult Ed class, from
beginning ESOL through GED-college prep programs. I understand and empathize
with the push for "authentic materials," but you can't really run a literacy
class for too long on leasing agreements and manuals for repairing
carburetors (and the primary purpose, even if unstated, of every one of our
classes should be raising the literacy level of our students). Nothing is
more "authentic" than imaginative literature---it is a major component of
every culture on this earth, even and especially those supposedly
pre-literate ones that don't have formal writing. There is no more vital and
interesting way than through imaginative literature for our students to
learn higher-order literacy skills---precision with language, figurative
language, different and multiple points of view, and an existential comfort
level. And it's a lot of fun.

Tom Mechem
GED State Chief Examiner
Massachusetts Department of Education
781-338-6621
"GED to Ph.D."

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Taylor Stoehr
Sent: Thursday, August 23, 2007 8:55 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 544] Re: Subscribers' Ideas for Special Topics

Here are my preferences for focusing the discussion of corrections
education: (1) re-entry concerns, like working with probationers as well
as thinking about what kinds of inmate programs are useful for
preparation for release (not just GED, or job-training, or
problem-oriented like substance abuse, but also "change of attitude" and
"new commitment to the social order" such as claiming a share in the
democratic society, advocacy of prison reform, or CORI reform -- some
kind of engagement with people outside the walls working for change --
but how does one teach THAT?)  (2) Use of literature, especially poetry
but also drama and autobiography/memoir as a means to (1).

Taylor Stoehr
Cbanging Lives Through Literature

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Thursday, August 23, 2007 8:36 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 542] Re: Subscribers' Ideas for Special Topics

Will and others,

We have had one discussion on corrections education, last year at  
this time, focusing on corrections family literacy programs, and  
featuring many of the guests who have been suggested.  It is archived at
http://www.nifl.gov/pipermail/specialtopics/2006/date.html   
(beginning with Message # 202)
I believe Bill Muth, one of the geusts in that discussion, will soon  
be archiving it in an easier-to-read format on the Adult Literacy  
Education Wiki
http://wiki.literacytent.org
I'm sure Bill will let us know when it's ready.

To answer your question, in choosing topics I consider many things,  
including whether or not the topic fits another discussion list.   
Since there is no National Institute for Literacy-sponsored  
corrections discussion list, I include corrections discussions on  
this list.  Since there is a workplace education discussion list,  
unless it is a synergy topic spanning workplace education and  
something else, it would probably be held on the Institute's  
Workplace Education discussion list, not here.

Those of you who would like another corrections discussion, what  
would you like to see as its focus?

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

On Aug 23, 2007, at 7:58 AM, Will Fagan wrote:

> I agree it would be good to see the range of ideas that have been
> suggested. Corrections educations seems to have got a lot of billing
> with links to various websites. Is the specific or general appeal of
> the topic something that is taken into consideration when choosing a
> topic? Corrections education is likely to have appeal and meaning for
> those who are involved in this area of education/literacy. Or
> perhaps, a topic of special appeal could be alternated with one of
> general appeal.
>
>
>
>
> On 22-Aug-07, at 8:17 PM, Katrina Hinson wrote:
>
>> I'm going to agree with Janet. There have been so many topics
>> posted as possible ideas and they're all very good. I have one
>> request and that's perhaps a summary of ideas could be posted so we
>> can see what's been tossed out in a more concise form.
>>
>> I think any of the ideas posted would be great. Like the others,
>> I'd also be interested in a discussion focused on Correctons
>> education. The program I teach in provides services/classes at 3
>> prisons in one county - 1 maximum security prison, 1 moderate and 1
>> minimum security prison and we are always looking for innovative
>> ideas related to the personnel and students in such a unique
>> population.
>>
>> Regards,
>> Katrina Hinson
>>
>>
>>>>> Janet Isserlis <Janet_Isserlis at brown.edu> 8/20/2007 5:47 pm >>>
>>> All
>>>
>>> so many engaging topics have been raised, that I hesitate to add
>>> anything to
>>> the already rich list.
>>>
>>> It seems that this list, with a broad focus (that is, we can
>>> inform which
>>> special topic is to be chosen as opposed to other lists with
>>> particular
>>> interests) - I'm wondering if we might use the suggestions -
>>> perhaps combining
>>> some (e.g. questions around corrections, others around data and
>>> its use, ways
>>> we represent and talk about/advocate for the field and ways in
>>> which learners
>>> are part of that process, for example) - so that we might focus
>>> for a week or
>>> two on these topics in whatever sequence David or others might
>>> propose.
>>>
>>> The one thing I would ask is that maybe we begin some of those
>>> discussions
>>> "ourselves" before inviting guests in.  I say this not to exclude
>>> guests, but
>>> because sometimes it seems one or another list is hosting a guest
>>> moderated
>>> event at the same time that another list is also hosting one, and
>>> so it feels
>>> that we don't always have time to really reflect and contribute as
>>> we'd like
>>> it.
>>>
>>> It could be that with 'just us' questions will bubble up that we
>>> can then seek
>>> responses to/input from others with particular expertise?
>>>
>>> at any rate, the list does provide much fodder for PD, for me -
>>> for my own
>>> learning, for pieces I pass along to others, and (for reference)
>>> through its
>>> archives.
>>>
>>> I'd love it if we could slow down and really pace ourselves between
>>> conversations,. but maybe that's just me feeling whelmed - to-
>>> overwhelmed
>>> much of the time.
>>>
>>> thanks
>>>
>>> Janet
>>>
>>> 1. What topics would you like to suggest we discuss here?
>>> 2. What guests -- or kinds of guests -- would you like to see
>>> invited?
>>> 3. Based on what you have seen so far, what would you like to see
>>> emphasized
>>> in the future?
>>> 4. What discussions have we had that you think deserve follow-up,
>>> and what
>>> areas do we need to probe in more depth?
>>> 5. Consider the Special Topics discussion list as part of your
>>> professional
>>> development. How could the content of the discussions better meet
>>> your needs
>>> as a teacher, tutor, state or program level administrator,  
>>> counselor,
>>> curriculum or professional developer, researcher or graduate  
>>> student?
>>> 6. What topics aren't covered by other discussion lists that  
>>> might be
>>> addressed on the Special Topics list?
>>> 7. What would you like to be different on the Special Topics list?
>>>
>>> Discussions Held to Date
>>>
>>>     * The Adult Reading Components Study
>>>     * Persistence
>>>     * Formative Assessment
>>>     * Corrections Family Literacy and Transition to the Community
>>>     * What Works for Adult ESL Students
>>>     * Community Literacy
>>>     * GED Earnings Outcomes
>>>
>>> Discussions Planned for August and September
>>>
>>>     * Subscribers' Ideas for Special Topics : August 20 -24 (this
>>> discussion)
>>>     * What International Literacy Programs offer Programs in the
>>> U.S.:
>>> September 7 -14
>>>     * Components of Numeracy: September 17 -21
>>>
>>>
>>> David J. Rosen
>>> Special Topics Discussion Moderator
>>> djrosen at comcast.net
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> -------------------------------
>>> National Institute for Literacy
>>> Special Topics mailing list
>>> SpecialTopics at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>> Email delivered to sbeaman at webster.edu
>>
>>
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to janet_isserlis at brown.edu
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to wfagan at mun.ca
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

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From djrosen at comcast.net  Thu Aug 23 12:37:07 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 23 Aug 2007 12:37:07 -0400
Subject: [SpecialTopics 548] Re: Summary of Special Topics discussion so far
In-Reply-To: <F17BBBCB-7708-4772-B7BB-79B11467027D@mun.ca>
References: <273103AE-8661-4B64-BB81-489356F257C2@comcast.net>
	<F17BBBCB-7708-4772-B7BB-79B11467027D@mun.ca>
Message-ID: <73E72820-F61F-439F-A92D-4FFB04F521AE@comcast.net>

Hello Will,

I need some clarification:

Are you asking an assessment question or are you also asking a set of  
other questions about how teachers should be trained, how curriculum  
should be designed, how programs should be designed to support  
learners becoming critical and independent readers? Is there a  
research literature you have in mind, or some theoretical writings?  
Or are you just asking the assessment question: how do we know when  
adult learners reach the "critical/independent" state of literacy so  
they can carry out reading and writing on their own?  I am trying to  
understand if this is one question, that could be addressed on the  
assessment discussion list, or if you are getting at a  set of  
questions which might better be addressed here. The more you can tell  
us about this, the better we will understand what you are getting at.

Thanks.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

On Aug 23, 2007, at 8:52 AM, Will Fagan wrote:

> The topic I suggested is not included.
> How do we know that the learners we work with have reached the  
> "critical/independent" stage of literacy where they can stand on  
> their own and continue their learning?
> I have  seen many learners "graduate" from literacy programs but  
> are still limited and "dependent" (in that they must rely on  
> support from others) in carrying out literacy tasks.
> I believe if we do not enable learners to reach this stage, we lose  
> a lot of good leadership.
> At a certain time the baby robin no longer needs the confines of  
> the nest or the support of its mother in moving out into the world  
> on its own, to eventually do (and maybe do better) what the parent  
> robins do. When have learners reached this stage? This  applies to  
> corrections learners as well as to others. Recidivism depends a lot  
> on being independent versus being dependent on or influenced by  
> others. I would think literacy must play some role here.
>
>
>
> On 23-Aug-07, at 9:37 AM, David J. Rosen wrote:
>
>> Special Topics Colleagues,
>>
>> Katrina Hinson suggested that a summary of the discussion so far  
>> would be helpful.  You'll find one below.
>>
>> As you look at the summary, consider:  Are there any other topics  
>> that should be added? Are there other guests who you would like to  
>> suggest? Would you like more information/clarification about what  
>> is already listed (possibly my summary distorted the intent of  
>> what someone wrote -- if so, let us know, or provide amplification.)
>>
>> Janet Isserlis suggested that this discussion list would be a good  
>> place for what I am calling "synergistic" discussions -- bold  
>> combinations of topics.  If you have ideas for such synergy  
>> topics, let us know.
>>
>> David J. Rosen
>> djrosen at comcast.net
>>
>> 								Topics and Possible Guests
>>
>> Immigration
>> ?      Local immigration policies and how they impact students and  
>> teachers of Adult Education
>> ?      The impact of the Bush administration?s Homeland Security  
>> plans to enforce current immigration laws and the development of a  
>> national plan for citizenship education. See http:// 
>> www.whitehouse.gov/news/releases/2007/08/20070810.html
>> ?       Incarcerated immigrants: how many participate in ABE  
>> classes, and the long-term results for those who participate and  
>> those who do not (this could include a discussion of why some do  
>> not participate and how available these classes are to  
>> incarcerated immigrants, especially illegal immigrants)
>>
>> ?      Qualitative studies of immigrants pursuing ABE and ESOL  
>> education; perspectives of students, teachers and administration
>> ?      Collaborative efforts between state and federal agencies  
>> and non-profits to expand the human rights of immigrants, women,  
>> and low income pursuing education and self-improvement
>> ?      Immigrant integration and the role that language and  
>> literacy development can play in that goal ? perhaps with a  
>> strong focus on what it takes to not only support immigrants  
>> making a new life in the US but how we as a society can do to  
>> support communities that have a hard time absorbing large numbers  
>> of newcomers ? and what we in adult education can do so we  
>> don?t pit the different kinds of needs of native born and foreign- 
>> born citizens/residents against each other.
>>
>> Possible Guests
>> ?      Professionals in the field to discuss their perspectives of  
>> immigrants working towards assimilation, citizenship and language  
>> skills
>>
>> Technology
>> ?     Technological literacy: who has it, who doesn?t, how we  
>> can improve it
>> ?     Gender differences in technological pedagogy (for example,  
>> is there a difference between the way males and females teach  
>> basic technical skills?  Do men and women have different learning  
>> styles when it comes to technology?  How does this affect students?)
>> ?     What is being done around the US to better use educational  
>> technologies to provide more and better learning opportunities for  
>> adults?
>>
>> Possible Guests
>> ?      Teachers in the field of technological literacy
>> ?      People who are using technologies in creative ways.
>>
>>
>> Corrections Education/Ex offender re-entry
>> (6 people mentioned this topic as of 8/22)
>> ?    Helping ex-offenders transition to productive lives has  
>> tremendous implications for our society.  We are starting a new  
>> program and could benefit from learning from others who are  
>> already running successful programs.
>> ?    Transition programs for ex-offenders who studied in jail/ 
>> prison and need to connect to educational opportunities in the  
>> community.. Too many ex-offenders leave prison and are faced with  
>> immediate housing and employment needs, and have no easy access to  
>> complete their studies. Access to educational services becomes a  
>> way to reduce recidivism.
>> ?    Literacy Volunteers of Westchester County is currently  
>> working on a Corrections Education version for their bilingual low- 
>> literate EL/Civics curriculum (Civics for Immigrants: From Native  
>> Language to English Literacy) and it is interesting to see what  
>> changes need to be made in language, content, and tasks.  I would  
>> be curious about how others see the differences, specifically with  
>> regard to civics topics and tasks.
>> ?    I deal with the education of inmates in our local jail - some  
>> of whom are awaiting transfer to the penitentiary.  I am  
>> particularly interested in how other programs are funded, as ours  
>> is volunteer instruction and jail paid testing for the GED.  Also,  
>> interested in approaches for special education for those whose  
>> services have not existed for many years.
>>
>> Possible Guests
>> ? Administrators in the criminal justice system and law officers  
>> who will openly discuss communication efforts and issues from  
>> their perspectives and interactions
>> ? I have suggested two potential "panelists" to David who have  
>> recently completed doctoral dissertations that involved interviews  
>> with incarcerated individuals. While not focused specifically on  
>> literacy - their research does give voice to the views of students  
>> from whom we do not hear often if at all (i.e. actually  
>> incarcerated individuals). One paper focused on perceptions about  
>> corrections education, and the other about K-12 experiences of  
>> drop-outs who are now incarcerated -- each with a view to  
>> informing current educators about potential efforts to deter  
>> current students from such future ends.
>> ? John Linton, former correctional educator and now Director of  
>> Correctional Education for the U.S. Department of Education
>> ? Bill Muth, former Director of Education for the Federal Bureau  
>> of Prisons and currently a professor of correctional education at  
>> Virginia Commonwealth University
>> ? Steve Steurer, former correctional educator and now Executive  
>> Director of the Correctional Education Association
>> ? Carolyn Buser, former director of correctional education and  
>> current adult education specialist at the U.S. Department of  
>> Education who has a wealth of knowledge about how the adult  
>> education system and correctional education system works together.
>> ? John Nally, director of CE in Indiana who is Chair of the  
>> Council of Directors of CE
>>
>> Work-related Literacy/Basic Skills
>> ? Work-related basic skills: What is now being done around the US  
>> and world (at national, state, and local levels) to help job  
>> seekers and incumbent develop the basic skills and other career  
>> tools (e.g., technical knowledge, credentials, connections, etc.)  
>> to move into and succeed in rewarding jobs? (Possible guests: In  
>> addition to US-based people, we might invite representatives of  
>> New Zealand, the UK, and Canada to participate.)
>> ? Looking at workforce education programs that are partnerships  
>> between businesses and local literacy organizations: the structure  
>> of the program, curriculum and assessments
>>
>> Family-related Literacy/Basic Skills
>> ? Family-related basic skills: What is now being done around the  
>> US and world (at national, state, and local levels) to help adults  
>> develop the basic skills and other life tools they need to help  
>> their families deal with educational, health, financial, housing,  
>> and other needs? (Possible guests: People who are thinking outside  
>> the box on what constitutes "family literacy.")
>>
>> Civics-related Literacy/Basic Skills
>> ? Civics-related basic skills: What is now being done around the  
>> US and world (at national, state, and local levels) to help adults  
>> develop the basic skills and other life tools they need to  
>> participate actively as community members and citizens?  (Possible  
>> guests: People who are thinking outside the box on what  
>> constitutes civic literacy/citizenship education.)
>>
>> Leadership
>> ? What is being done to build leadership for adult education  
>> among stakeholder groups (e.g., employers; populations with low  
>> levels of reading skills, language fluency, and educational  
>> attainment; criminal justice agencies; etc.) who theoretically  
>> should have an interest in this field but who have largely been  
>> silent and invisible?  (Possible guests: critical thinkers in this  
>> area. Maybe tie this in with the state policy topic below.)
>> ? Adult learner leadership: What is being done to promote/develop  
>> the leadership capacities of adult learners?  Why is it important  
>> to do so?  What are ways of doing so?  What are challenges and  
>> resources for doing so?  (Possible guests: Representatives of  
>> national, state and local adult learner groups and the  
>> practitioners they work with.)
>>
>> Policy
>> ? State policy: What are states doing to build adult learning  
>> systems that prepare adults for work, family, and civic  
>> responsibilities?  (Possible guests: Representatives of some  
>> states which have shown innovation and commitment regarding adult  
>> education policy.)
>>
>> Advocacy and Public Awareness
>> ? How to encourage adult learners to advocate for education for  
>> themselves and others including those for whom the GED is not a  
>> viable goal.
>> ? What do the public, donors, and elected officials REALLY need  
>> to know about the impact of low-level literacy skills in our  
>> country so that professionals get the help that they need to meet  
>> service demands?  What is essential information we should be  
>> collecting or calculating?  We have to appeal to different  
>> audiences:  What messages are attractive to the general public vs  
>> donors vs elected officials?
>> ? How do we grab the attention of the general tax-paying  
>> population and major funding organizations to the critical need of  
>> literacy programs.  I have  seen the extensive research and  
>> results but not seen strategies to engage the general and specific  
>> populations.
>> ? There was a big push in the wake of the 2000 National Literacy  
>> Summit, From the Margins to the Mainstream, an Action Agenda for  
>> Literacy.  Seven years later we are still very clearly at the  
>> margins.  Was it the wrong agenda?  In a nutshell, the agenda was  
>> three pronged.
>>
>> Priority 1- Resources
>> Priority 2- Access
>> Priority 3- Quality
>>
>> Could we use the discussion list to revisit and reformulate an  
>> Action Agenda?  As a first thought, I would think that Priority 1  
>> would be answering the following question:  How do we make a  
>> compelling case to the general public, the media, the politicians,  
>> and policy makers that the achievement of universal adult literacy  
>> (in English) is central to the preservation of our nation?s  
>> founding principles as well as our social and economic well being?
>>
>> Possible Guests
>> ?      People with influence who have the ability to be  
>> advocates?or people who are adversarial who also have influence.   
>> We could learn from those who are anti.
>>
>> System Building
>> ? In a time of limited resources, are adult educators retreating  
>> from building effective learning systems or are we finding new  
>> ways and resources to provide more and better quality services?   
>> (Possible guests: Critical thinkers in this area. Maybe tie this  
>> in with the state policy topic above.)
>> ? What is the essence of the US ABE/ESOL system (what works and  
>> what doesn?t?) and how does it compare to systems in other  
>> countries?
>>
>> For example, In the U.S. the adult education system is somewhat  
>> (ok a lot) separate from the job training and workforce  
>> development system making it difficult to implement integrated  
>> models that combine education and training. How are other  
>> countries managing to embed language and literacy development into  
>> services designed to help adults get jobs with a future.
>>
>> Another example, here in the U.S., family literacy focuses on  
>> teaching language and literacy skills in the context of life  
>> skills and helping parents understand the U.S. school system so  
>> they can help their children succeed. Other models (in the UK and  
>> some in Canada), help parents who?ve had few opportunities for  
>> schooling acquire the content knowledge their kids are learning  
>> (math, social science, geography, history) so that when there are  
>> questions the child has (about school, homework, tests), the  
>> parents can answer them with authority. I can see this system  
>> meshing nicely with what the GED is trying to do but if would be  
>> good to hear from experts in other countries about their insights  
>> into what has worked and what hasn?t.
>>
>> Learning Disabilities (styles, disorders, differences)
>> ? We know that students drop out of high school for a variety of  
>> reasons. How many drop out because they do not fit into the  
>> standard  educational model? One respondent noted that many adult  
>> learners do not do well in traditional test-taking situations.   
>> Would they do better with alternative assessments? Should we  
>> educate them using the same model     in which they were  
>> previously unsuccessful? How many are AD/HD? How many have what a  
>> psychologist my describe as a "Anti-Social Personality Disorder"?  
>> Should we continue to try to put them in a one-size-fits-all  
>> learning situation? Is it even practical, given the limited adult  
>> education resources,  to try to assess differences beyond literacy  
>> levels?
>>
>> Writing
>> ? How to develop/encourage/support independent/critical readers  
>> and writers. At what point do/can adult learners "leave the nest"  
>> and challenge ideas on their own? Is that not the epitome of  
>> literacy?
>>
>> Assessment
>> ? Assessment as a way to capture what counts and giving learners  
>> the opportunity to demonstrate knowledge and skills in ways that  
>> reflect real life tasks. Have we all just gotten so beaten up by  
>> the required standardized testing that there is no room or desire  
>> to consider alternatives?
>>
>> Other Possible Guests
>> ? Local and national policy makers willing to discuss impact of  
>> literacy issues and plans for reform
>>
>> 						In the future, emphasize:
>>
>> ? Discussion of student profiles and specific, personal,  
>> qualitative anecdotes about students, ESOL and ABE teachers
>> ? More focus on specific students, classes, and student  
>> populations (such as immigrants, adults, K-3, 4-6, postsecondary,  
>> etc.) Look from the ground up and not the top down in order to  
>> really make sense of the issues related to literacy and THEN apply  
>> the information to the level used by policy makers and administrators
>> ? More links to national and local studies with follow up  
>> discussions (but not too many studies at one time)
>> ? Further explanation and exploration of related statistics and  
>> how these impact daily interactions between students and teachers  
>> in Adult Ed and K-12
>>
>> ? Simultaneous unification of the ABE and Literacy field.  We all  
>> came together when ABE was on the verge of being cut.  We need to  
>> be proactive (not that I have been) not reactive.
>>
>> 							
>> 						Other Comments
>>
>> ? Use live chatting instead of asynchronous text discussions
>> ? Combine topics (e.g. corrections, data and advocacy ?  
>> including learners as advocates) using the Special Topics list for  
>> synergistic discussions
>> ? Begin some discussions "ourselves" before inviting guests. It  
>> could be that with 'just us' questions will bubble up that we can  
>> then seek responses to/input from others with particular expertise?
>> ? Slow down and really pace ourselves between conversations
>> ? Why have we not compiled statistics in a way that serves all of  
>> our purposes?  Most of the data on the NIFL web site is very  
>> dated.  That?s sad.
>> ? I don?t think we are very politically outspoken.  Over the  
>> past seven years, the media has failed us and the many of us have  
>> opted to be CAREFUL about how we express our discontent.  Support  
>> for people most in need has dwindled down to a pathetic state and,  
>> in general, the outrage is but a peep in the night.  It?s  
>> disgusting.  I don?t know that it serves us to bash The  
>> Administration?but let?s stop pretending that there wasn?t a  
>> genuine attempt to dismantle the ABE systems just a couple of  
>> years ago.  The worst kind of politics is when one side doesn?t  
>> want to acknowledge blatant abuse of the public?because it makes  
>> their party look bad.  I don?t really care for the left or the  
>> right.  We need to do a better job of being on OUR OWN SIDE?the  
>> side of greater literacy for all.  We need to take risks that  
>> might regenerate the movement.  I?m under-impressed with  
>> discussion lists in general.  They tend to be heavy on philosophy,  
>> intellect, and light on raw truth and gutsy calls to action.
>> -----
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to  
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to wfagan at mun.ca
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

From Taylor.Stoehr at umb.edu  Thu Aug 23 14:24:38 2007
From: Taylor.Stoehr at umb.edu (Taylor Stoehr)
Date: Thu, 23 Aug 2007 14:24:38 -0400
Subject: [SpecialTopics 549] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <29CFEE83EDF92741BF0ED3F5D9BC7E8705EB25@exchange2.doe.mass.edu>
References: <29CFEE83EDF92741BF0ED3F5D9BC7E8705EB25@exchange2.doe.mass.edu>
Message-ID: <5ACB5AED488C2F44A5B4B8FEA0B0F122B76982@ebe3.umassb.net>

What you say, Tom, makes a lot of sense to me.  And I think that
underlying these thoughts, and connecting them with some of my
experience with a very wide range of literacy levels among the
probationers I work with, we always need to keep in mind that literacy
is cultural before it's linguistic.  I assume that's what leads you to
speak of the "supposedly pre-literate" cultures as counting too.
Actually, in the program we do in Dorchester the key lies in the
powerful mix of language/ethics/aesthetics that occurs when people who
are in a serious life-crisis talk and write to one another in earnest
about the things that really move them, in a story or life-experience.
How many places are such conversations possible for people in our
society?

Taylor

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Mechem, Thompson
Sent: Thursday, August 23, 2007 9:31 AM
To: 'specialtopics at nifl.gov'
Subject: [SpecialTopics 547] Re: Subscribers' Ideas for Special Topics

Taylor---

I couldn't agree more with your comment about the use of literature, not
just for corrections programs but for every type of Adult Ed class, from
beginning ESOL through GED-college prep programs. I understand and
empathize
with the push for "authentic materials," but you can't really run a
literacy
class for too long on leasing agreements and manuals for repairing
carburetors (and the primary purpose, even if unstated, of every one of
our
classes should be raising the literacy level of our students). Nothing
is
more "authentic" than imaginative literature---it is a major component
of
every culture on this earth, even and especially those supposedly
pre-literate ones that don't have formal writing. There is no more vital
and
interesting way than through imaginative literature for our students to
learn higher-order literacy skills---precision with language, figurative
language, different and multiple points of view, and an existential
comfort
level. And it's a lot of fun.

Tom Mechem
GED State Chief Examiner
Massachusetts Department of Education
781-338-6621
"GED to Ph.D."

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Taylor Stoehr
Sent: Thursday, August 23, 2007 8:55 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 544] Re: Subscribers' Ideas for Special Topics

Here are my preferences for focusing the discussion of corrections
education: (1) re-entry concerns, like working with probationers as well
as thinking about what kinds of inmate programs are useful for
preparation for release (not just GED, or job-training, or
problem-oriented like substance abuse, but also "change of attitude" and
"new commitment to the social order" such as claiming a share in the
democratic society, advocacy of prison reform, or CORI reform -- some
kind of engagement with people outside the walls working for change --
but how does one teach THAT?)  (2) Use of literature, especially poetry
but also drama and autobiography/memoir as a means to (1).

Taylor Stoehr
Cbanging Lives Through Literature

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Thursday, August 23, 2007 8:36 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 542] Re: Subscribers' Ideas for Special Topics

Will and others,

We have had one discussion on corrections education, last year at  
this time, focusing on corrections family literacy programs, and  
featuring many of the guests who have been suggested.  It is archived at
http://www.nifl.gov/pipermail/specialtopics/2006/date.html   
(beginning with Message # 202)
I believe Bill Muth, one of the geusts in that discussion, will soon  
be archiving it in an easier-to-read format on the Adult Literacy  
Education Wiki
http://wiki.literacytent.org
I'm sure Bill will let us know when it's ready.

To answer your question, in choosing topics I consider many things,  
including whether or not the topic fits another discussion list.   
Since there is no National Institute for Literacy-sponsored  
corrections discussion list, I include corrections discussions on  
this list.  Since there is a workplace education discussion list,  
unless it is a synergy topic spanning workplace education and  
something else, it would probably be held on the Institute's  
Workplace Education discussion list, not here.

Those of you who would like another corrections discussion, what  
would you like to see as its focus?

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

On Aug 23, 2007, at 7:58 AM, Will Fagan wrote:

> I agree it would be good to see the range of ideas that have been
> suggested. Corrections educations seems to have got a lot of billing
> with links to various websites. Is the specific or general appeal of
> the topic something that is taken into consideration when choosing a
> topic? Corrections education is likely to have appeal and meaning for
> those who are involved in this area of education/literacy. Or
> perhaps, a topic of special appeal could be alternated with one of
> general appeal.
>
>
>
>
> On 22-Aug-07, at 8:17 PM, Katrina Hinson wrote:
>
>> I'm going to agree with Janet. There have been so many topics
>> posted as possible ideas and they're all very good. I have one
>> request and that's perhaps a summary of ideas could be posted so we
>> can see what's been tossed out in a more concise form.
>>
>> I think any of the ideas posted would be great. Like the others,
>> I'd also be interested in a discussion focused on Correctons
>> education. The program I teach in provides services/classes at 3
>> prisons in one county - 1 maximum security prison, 1 moderate and 1
>> minimum security prison and we are always looking for innovative
>> ideas related to the personnel and students in such a unique
>> population.
>>
>> Regards,
>> Katrina Hinson
>>
>>
>>>>> Janet Isserlis <Janet_Isserlis at brown.edu> 8/20/2007 5:47 pm >>>
>>> All
>>>
>>> so many engaging topics have been raised, that I hesitate to add
>>> anything to
>>> the already rich list.
>>>
>>> It seems that this list, with a broad focus (that is, we can
>>> inform which
>>> special topic is to be chosen as opposed to other lists with
>>> particular
>>> interests) - I'm wondering if we might use the suggestions -
>>> perhaps combining
>>> some (e.g. questions around corrections, others around data and
>>> its use, ways
>>> we represent and talk about/advocate for the field and ways in
>>> which learners
>>> are part of that process, for example) - so that we might focus
>>> for a week or
>>> two on these topics in whatever sequence David or others might
>>> propose.
>>>
>>> The one thing I would ask is that maybe we begin some of those
>>> discussions
>>> "ourselves" before inviting guests in.  I say this not to exclude
>>> guests, but
>>> because sometimes it seems one or another list is hosting a guest
>>> moderated
>>> event at the same time that another list is also hosting one, and
>>> so it feels
>>> that we don't always have time to really reflect and contribute as
>>> we'd like
>>> it.
>>>
>>> It could be that with 'just us' questions will bubble up that we
>>> can then seek
>>> responses to/input from others with particular expertise?
>>>
>>> at any rate, the list does provide much fodder for PD, for me -
>>> for my own
>>> learning, for pieces I pass along to others, and (for reference)
>>> through its
>>> archives.
>>>
>>> I'd love it if we could slow down and really pace ourselves between
>>> conversations,. but maybe that's just me feeling whelmed - to-
>>> overwhelmed
>>> much of the time.
>>>
>>> thanks
>>>
>>> Janet
>>>
>>> 1. What topics would you like to suggest we discuss here?
>>> 2. What guests -- or kinds of guests -- would you like to see
>>> invited?
>>> 3. Based on what you have seen so far, what would you like to see
>>> emphasized
>>> in the future?
>>> 4. What discussions have we had that you think deserve follow-up,
>>> and what
>>> areas do we need to probe in more depth?
>>> 5. Consider the Special Topics discussion list as part of your
>>> professional
>>> development. How could the content of the discussions better meet
>>> your needs
>>> as a teacher, tutor, state or program level administrator,  
>>> counselor,
>>> curriculum or professional developer, researcher or graduate  
>>> student?
>>> 6. What topics aren't covered by other discussion lists that  
>>> might be
>>> addressed on the Special Topics list?
>>> 7. What would you like to be different on the Special Topics list?
>>>
>>> Discussions Held to Date
>>>
>>>     * The Adult Reading Components Study
>>>     * Persistence
>>>     * Formative Assessment
>>>     * Corrections Family Literacy and Transition to the Community
>>>     * What Works for Adult ESL Students
>>>     * Community Literacy
>>>     * GED Earnings Outcomes
>>>
>>> Discussions Planned for August and September
>>>
>>>     * Subscribers' Ideas for Special Topics : August 20 -24 (this
>>> discussion)
>>>     * What International Literacy Programs offer Programs in the
>>> U.S.:
>>> September 7 -14
>>>     * Components of Numeracy: September 17 -21
>>>
>>>
>>> David J. Rosen
>>> Special Topics Discussion Moderator
>>> djrosen at comcast.net
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> -------------------------------
>>> National Institute for Literacy
>>> Special Topics mailing list
>>> SpecialTopics at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>> Email delivered to sbeaman at webster.edu
>>
>>
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to janet_isserlis at brown.edu
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to wfagan at mun.ca
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to taylor.stoehr at umb.edu
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to tmechem at doe.mass.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to taylor.stoehr at umb.edu

From fmumford at msde.state.md.us  Fri Aug 24 08:11:53 2007
From: fmumford at msde.state.md.us (Fran Mumford)
Date: Fri, 24 Aug 2007 08:11:53 -0400
Subject: [SpecialTopics 550] Re: Subscribers' Ideas for Special Topics
In-Reply-To: <5ACB5AED488C2F44A5B4B8FEA0B0F122B7697A@ebe3.umassb.net>
References: <C2EF14B7.916B%sbeaman@webster.edu><C2EF842A.19E5C%Janet_Isserlis@brown.edu><46CC84D0.121C.00A0.0@almanid.com><597EF724-994B-41D4-BFDA-602705FAE189@mun.ca><FB531D1D-BF60-42DF-975C-CDB1C267F8FA@comcast.net>
	<5ACB5AED488C2F44A5B4B8FEA0B0F122B7697A@ebe3.umassb.net>
Message-ID: <2433CF3169B9054193EB844AC38230CC0A1024D9@msebex1.msde.net>

Here is an issue of interest for the correctional education community
and, I believe, the community adult ed programs: 

The transition of correctional education students from institution
programs to adult education programs (outside the institution).  It is
entirely possible that the student could be ours on any given Wednesday
and the community's adult ed program on Thursday (oh, that they would
transition that quickly, but you get the point).  

Issues:
1. Locating the appropriate program(s) in the community
2. Communication between programs to "handoff" the student -- flow of
academic info
3. Coordinating the Program and instructional delivery
4. Sharing information -- Since correctional ed has accountabilities
that they have to meet as do community adult ed programs, is there a way
to provide feedback on offender success.  The classic example is that
all too often, the learner is ready to take the GED Test, but (s)he is
released before the test could be taken.  (Yes, there are even tales of
the offender being pulled out the middle of the GED testing situation to
be released.)  I am sure there are stories of the adult learner in the
community ready to take the test, but does something that gets them
incarcerated, so the community program would like to have feedback too. 

While we do not like to admit it, the "road" to transition goes both
ways -- so what info does each program want if on the receiving end of
the new student?

Are there effective models currently working?

Fran
   

Dr. Fran Tracy-Mumford
Academic Program Coordinator
Correctional Education
Maryland State Department of Education
200 W. Baltimore Street
Baltimore, MD 21201
phone: 410.767.0732
fax: 410.333.2254
 
-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Taylor Stoehr
Sent: Thursday, August 23, 2007 8:55 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 544] Re: Subscribers' Ideas for Special Topics

Here are my preferences for focusing the discussion of corrections
education: (1) re-entry concerns, like working with probationers as well
as thinking about what kinds of inmate programs are useful for
preparation for release (not just GED, or job-training, or
problem-oriented like substance abuse, but also "change of attitude" and
"new commitment to the social order" such as claiming a share in the
democratic society, advocacy of prison reform, or CORI reform -- some
kind of engagement with people outside the walls working for change --
but how does one teach THAT?)  (2) Use of literature, especially poetry
but also drama and autobiography/memoir as a means to (1).

Taylor Stoehr
Cbanging Lives Through Literature

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Thursday, August 23, 2007 8:36 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 542] Re: Subscribers' Ideas for Special Topics

Will and others,

We have had one discussion on corrections education, last year at  
this time, focusing on corrections family literacy programs, and  
featuring many of the guests who have been suggested.  It is archived at
http://www.nifl.gov/pipermail/specialtopics/2006/date.html   
(beginning with Message # 202)
I believe Bill Muth, one of the geusts in that discussion, will soon  
be archiving it in an easier-to-read format on the Adult Literacy  
Education Wiki
http://wiki.literacytent.org
I'm sure Bill will let us know when it's ready.

To answer your question, in choosing topics I consider many things,  
including whether or not the topic fits another discussion list.   
Since there is no National Institute for Literacy-sponsored  
corrections discussion list, I include corrections discussions on  
this list.  Since there is a workplace education discussion list,  
unless it is a synergy topic spanning workplace education and  
something else, it would probably be held on the Institute's  
Workplace Education discussion list, not here.

Those of you who would like another corrections discussion, what  
would you like to see as its focus?

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

On Aug 23, 2007, at 7:58 AM, Will Fagan wrote:

> I agree it would be good to see the range of ideas that have been
> suggested. Corrections educations seems to have got a lot of billing
> with links to various websites. Is the specific or general appeal of
> the topic something that is taken into consideration when choosing a
> topic? Corrections education is likely to have appeal and meaning for
> those who are involved in this area of education/literacy. Or
> perhaps, a topic of special appeal could be alternated with one of
> general appeal.
>
>
>
>
> On 22-Aug-07, at 8:17 PM, Katrina Hinson wrote:
>
>> I'm going to agree with Janet. There have been so many topics
>> posted as possible ideas and they're all very good. I have one
>> request and that's perhaps a summary of ideas could be posted so we
>> can see what's been tossed out in a more concise form.
>>
>> I think any of the ideas posted would be great. Like the others,
>> I'd also be interested in a discussion focused on Correctons
>> education. The program I teach in provides services/classes at 3
>> prisons in one county - 1 maximum security prison, 1 moderate and 1
>> minimum security prison and we are always looking for innovative
>> ideas related to the personnel and students in such a unique
>> population.
>>
>> Regards,
>> Katrina Hinson
>>
>>
>>>>> Janet Isserlis <Janet_Isserlis at brown.edu> 8/20/2007 5:47 pm >>>
>>> All
>>>
>>> so many engaging topics have been raised, that I hesitate to add
>>> anything to
>>> the already rich list.
>>>
>>> It seems that this list, with a broad focus (that is, we can
>>> inform which
>>> special topic is to be chosen as opposed to other lists with
>>> particular
>>> interests) - I'm wondering if we might use the suggestions -
>>> perhaps combining
>>> some (e.g. questions around corrections, others around data and
>>> its use, ways
>>> we represent and talk about/advocate for the field and ways in
>>> which learners
>>> are part of that process, for example) - so that we might focus
>>> for a week or
>>> two on these topics in whatever sequence David or others might
>>> propose.
>>>
>>> The one thing I would ask is that maybe we begin some of those
>>> discussions
>>> "ourselves" before inviting guests in.  I say this not to exclude
>>> guests, but
>>> because sometimes it seems one or another list is hosting a guest
>>> moderated
>>> event at the same time that another list is also hosting one, and
>>> so it feels
>>> that we don't always have time to really reflect and contribute as
>>> we'd like
>>> it.
>>>
>>> It could be that with 'just us' questions will bubble up that we
>>> can then seek
>>> responses to/input from others with particular expertise?
>>>
>>> at any rate, the list does provide much fodder for PD, for me -
>>> for my own
>>> learning, for pieces I pass along to others, and (for reference)
>>> through its
>>> archives.
>>>
>>> I'd love it if we could slow down and really pace ourselves between
>>> conversations,. but maybe that's just me feeling whelmed - to-
>>> overwhelmed
>>> much of the time.
>>>
>>> thanks
>>>
>>> Janet
>>>
>>> 1. What topics would you like to suggest we discuss here?
>>> 2. What guests -- or kinds of guests -- would you like to see
>>> invited?
>>> 3. Based on what you have seen so far, what would you like to see
>>> emphasized
>>> in the future?
>>> 4. What discussions have we had that you think deserve follow-up,
>>> and what
>>> areas do we need to probe in more depth?
>>> 5. Consider the Special Topics discussion list as part of your
>>> professional
>>> development. How could the content of the discussions better meet
>>> your needs
>>> as a teacher, tutor, state or program level administrator,  
>>> counselor,
>>> curriculum or professional developer, researcher or graduate  
>>> student?
>>> 6. What topics aren't covered by other discussion lists that  
>>> might be
>>> addressed on the Special Topics list?
>>> 7. What would you like to be different on the Special Topics list?
>>>
>>> Discussions Held to Date
>>>
>>>     * The Adult Reading Components Study
>>>     * Persistence
>>>     * Formative Assessment
>>>     * Corrections Family Literacy and Transition to the Community
>>>     * What Works for Adult ESL Students
>>>     * Community Literacy
>>>     * GED Earnings Outcomes
>>>
>>> Discussions Planned for August and September
>>>
>>>     * Subscribers' Ideas for Special Topics : August 20 -24 (this
>>> discussion)
>>>     * What International Literacy Programs offer Programs in the
>>> U.S.:
>>> September 7 -14
>>>     * Components of Numeracy: September 17 -21
>>>
>>>
>>> David J. Rosen
>>> Special Topics Discussion Moderator
>>> djrosen at comcast.net
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> -------------------------------
>>> National Institute for Literacy
>>> Special Topics mailing list
>>> SpecialTopics at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>> Email delivered to sbeaman at webster.edu
>>
>>
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to janet_isserlis at brown.edu
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to wfagan at mun.ca
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to taylor.stoehr at umb.edu
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to fmumford at msde.state.md.us

From djrosen at comcast.net  Fri Aug 24 10:07:27 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 24 Aug 2007 10:07:27 -0400
Subject: [SpecialTopics 551]  Last day of Special Topics topics discussion
Message-ID: <BB4AC408-602A-49A0-8330-FDD72B5A8FA2@comcast.net>

Colleagues,

Today is the last day to add your thoughts to our discussion about  
Special Topic topics.  If you want to weigh in, today's the day!

Our next discussion, on what adult literacy education progarms in the  
U.S. can learn from programs in other countries, begins September  
7th. Between discussions the Special Topics List will go silent.

David J. Rosen
Specil Topics Discussion Moderator
djrosen at comcast.net

From wfagan at mun.ca  Fri Aug 24 12:42:26 2007
From: wfagan at mun.ca (Will Fagan)
Date: Fri, 24 Aug 2007 14:12:26 -0230
Subject: [SpecialTopics 552] Re: Summary of Special Topics discussion so far
In-Reply-To: <73E72820-F61F-439F-A92D-4FFB04F521AE@comcast.net>
References: <273103AE-8661-4B64-BB81-489356F257C2@comcast.net>
	<F17BBBCB-7708-4772-B7BB-79B11467027D@mun.ca>
	<73E72820-F61F-439F-A92D-4FFB04F521AE@comcast.net>
Message-ID: <3FA16507-C7A8-439A-A840-DC3CB7B93B14@mun.ca>

I guess it is all of the above (or below).
In addition to the points you raise, we can also raise the  
implications for when
a learner "graduates" from a literacy/education program and has not
reached a level of independence. It is certainly much more than  
assessment,
and any assessment would have to be very complex. A pencil and paper
test would never answer the question.
Perhaps,  an assessment type question, is whether the program certifies
the learner - that is, does having "gone through" the program suffice  
for the
learner to have reached the level of independence that enables him/her
to be a continuing and active learner?
As I mentioned earlier, I have seen a  number of learners (who  
themselves)
believe they are now "literate" or have reached a stage that put them in
the "literate"  versus the "low-literacy" camp, yet they cannot  
operate independently
in critically reading information, asking critical questions,  
discussion using logic,
crafting their  ideas/concerns/arguments on paper to impact society.
Will

On 23-Aug-07, at 2:07 PM, David J. Rosen wrote:

> Hello Will,
>
> I need some clarification:
>
> Are you asking an assessment question or are you also asking a set of
> other questions about how teachers should be trained, how curriculum
> should be designed, how programs should be designed to support
> learners becoming critical and independent readers? Is there a
> research literature you have in mind, or some theoretical writings?
> Or are you just asking the assessment question: how do we know when
> adult learners reach the "critical/independent" state of literacy so
> they can carry out reading and writing on their own?  I am trying to
> understand if this is one question, that could be addressed on the
> assessment discussion list, or if you are getting at a  set of
> questions which might better be addressed here. The more you can tell
> us about this, the better we will understand what you are getting at.
>
> Thanks.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
> On Aug 23, 2007, at 8:52 AM, Will Fagan wrote:
>
>> The topic I suggested is not included.
>> How do we know that the learners we work with have reached the
>> "critical/independent" stage of literacy where they can stand on
>> their own and continue their learning?
>> I have  seen many learners "graduate" from literacy programs but
>> are still limited and "dependent" (in that they must rely on
>> support from others) in carrying out literacy tasks.
>> I believe if we do not enable learners to reach this stage, we lose
>> a lot of good leadership.
>> At a certain time the baby robin no longer needs the confines of
>> the nest or the support of its mother in moving out into the world
>> on its own, to eventually do (and maybe do better) what the parent
>> robins do. When have learners reached this stage? This  applies to
>> corrections learners as well as to others. Recidivism depends a lot
>> on being independent versus being dependent on or influenced by
>> others. I would think literacy must play some role here.
>>
>>
>>
>> On 23-Aug-07, at 9:37 AM, David J. Rosen wrote:
>>
>>> Special Topics Colleagues,
>>>
>>> Katrina Hinson suggested that a summary of the discussion so far
>>> would be helpful.  You'll find one below.
>>>
>>> As you look at the summary, consider:  Are there any other topics
>>> that should be added? Are there other guests who you would like to
>>> suggest? Would you like more information/clarification about what
>>> is already listed (possibly my summary distorted the intent of
>>> what someone wrote -- if so, let us know, or provide amplification.)
>>>
>>> Janet Isserlis suggested that this discussion list would be a good
>>> place for what I am calling "synergistic" discussions -- bold
>>> combinations of topics.  If you have ideas for such synergy
>>> topics, let us know.
>>>
>>> David J. Rosen
>>> djrosen at comcast.net
>>>
>>> 								Topics and Possible Guests
>>>
>>> Immigration
>>> ?      Local immigration policies and how they impact students and
>>> teachers of Adult Education
>>> ?      The impact of the Bush administration?s Homeland Security
>>> plans to enforce current immigration laws and the development of a
>>> national plan for citizenship education. See http://
>>> www.whitehouse.gov/news/releases/2007/08/20070810.html
>>> ?       Incarcerated immigrants: how many participate in ABE
>>> classes, and the long-term results for those who participate and
>>> those who do not (this could include a discussion of why some do
>>> not participate and how available these classes are to
>>> incarcerated immigrants, especially illegal immigrants)
>>>
>>> ?      Qualitative studies of immigrants pursuing ABE and ESOL
>>> education; perspectives of students, teachers and administration
>>> ?      Collaborative efforts between state and federal agencies
>>> and non-profits to expand the human rights of immigrants, women,
>>> and low income pursuing education and self-improvement
>>> ?      Immigrant integration and the role that language and
>>> literacy development can play in that goal ? perhaps with a
>>> strong focus on what it takes to not only support immigrants
>>> making a new life in the US but how we as a society can do to
>>> support communities that have a hard time absorbing large numbers
>>> of newcomers ? and what we in adult education can do so we
>>> don?t pit the different kinds of needs of native born and foreign-
>>> born citizens/residents against each other.
>>>
>>> Possible Guests
>>> ?      Professionals in the field to discuss their perspectives of
>>> immigrants working towards assimilation, citizenship and language
>>> skills
>>>
>>> Technology
>>> ?     Technological literacy: who has it, who doesn?t, how we
>>> can improve it
>>> ?     Gender differences in technological pedagogy (for example,
>>> is there a difference between the way males and females teach
>>> basic technical skills?  Do men and women have different learning
>>> styles when it comes to technology?  How does this affect students?)
>>> ?     What is being done around the US to better use educational
>>> technologies to provide more and better learning opportunities for
>>> adults?
>>>
>>> Possible Guests
>>> ?      Teachers in the field of technological literacy
>>> ?      People who are using technologies in creative ways.
>>>
>>>
>>> Corrections Education/Ex offender re-entry
>>> (6 people mentioned this topic as of 8/22)
>>> ?    Helping ex-offenders transition to productive lives has
>>> tremendous implications for our society.  We are starting a new
>>> program and could benefit from learning from others who are
>>> already running successful programs.
>>> ?    Transition programs for ex-offenders who studied in jail/
>>> prison and need to connect to educational opportunities in the
>>> community.. Too many ex-offenders leave prison and are faced with
>>> immediate housing and employment needs, and have no easy access to
>>> complete their studies. Access to educational services becomes a
>>> way to reduce recidivism.
>>> ?    Literacy Volunteers of Westchester County is currently
>>> working on a Corrections Education version for their bilingual low-
>>> literate EL/Civics curriculum (Civics for Immigrants: From Native
>>> Language to English Literacy) and it is interesting to see what
>>> changes need to be made in language, content, and tasks.  I would
>>> be curious about how others see the differences, specifically with
>>> regard to civics topics and tasks.
>>> ?    I deal with the education of inmates in our local jail - some
>>> of whom are awaiting transfer to the penitentiary.  I am
>>> particularly interested in how other programs are funded, as ours
>>> is volunteer instruction and jail paid testing for the GED.  Also,
>>> interested in approaches for special education for those whose
>>> services have not existed for many years.
>>>
>>> Possible Guests
>>> ? Administrators in the criminal justice system and law officers
>>> who will openly discuss communication efforts and issues from
>>> their perspectives and interactions
>>> ? I have suggested two potential "panelists" to David who have
>>> recently completed doctoral dissertations that involved interviews
>>> with incarcerated individuals. While not focused specifically on
>>> literacy - their research does give voice to the views of students
>>> from whom we do not hear often if at all (i.e. actually
>>> incarcerated individuals). One paper focused on perceptions about
>>> corrections education, and the other about K-12 experiences of
>>> drop-outs who are now incarcerated -- each with a view to
>>> informing current educators about potential efforts to deter
>>> current students from such future ends.
>>> ? John Linton, former correctional educator and now Director of
>>> Correctional Education for the U.S. Department of Education
>>> ? Bill Muth, former Director of Education for the Federal Bureau
>>> of Prisons and currently a professor of correctional education at
>>> Virginia Commonwealth University
>>> ? Steve Steurer, former correctional educator and now Executive
>>> Director of the Correctional Education Association
>>> ? Carolyn Buser, former director of correctional education and
>>> current adult education specialist at the U.S. Department of
>>> Education who has a wealth of knowledge about how the adult
>>> education system and correctional education system works together.
>>> ? John Nally, director of CE in Indiana who is Chair of the
>>> Council of Directors of CE
>>>
>>> Work-related Literacy/Basic Skills
>>> ? Work-related basic skills: What is now being done around the US
>>> and world (at national, state, and local levels) to help job
>>> seekers and incumbent develop the basic skills and other career
>>> tools (e.g., technical knowledge, credentials, connections, etc.)
>>> to move into and succeed in rewarding jobs? (Possible guests: In
>>> addition to US-based people, we might invite representatives of
>>> New Zealand, the UK, and Canada to participate.)
>>> ? Looking at workforce education programs that are partnerships
>>> between businesses and local literacy organizations: the structure
>>> of the program, curriculum and assessments
>>>
>>> Family-related Literacy/Basic Skills
>>> ? Family-related basic skills: What is now being done around the
>>> US and world (at national, state, and local levels) to help adults
>>> develop the basic skills and other life tools they need to help
>>> their families deal with educational, health, financial, housing,
>>> and other needs? (Possible guests: People who are thinking outside
>>> the box on what constitutes "family literacy.")
>>>
>>> Civics-related Literacy/Basic Skills
>>> ? Civics-related basic skills: What is now being done around the
>>> US and world (at national, state, and local levels) to help adults
>>> develop the basic skills and other life tools they need to
>>> participate actively as community members and citizens?  (Possible
>>> guests: People who are thinking outside the box on what
>>> constitutes civic literacy/citizenship education.)
>>>
>>> Leadership
>>> ? What is being done to build leadership for adult education
>>> among stakeholder groups (e.g., employers; populations with low
>>> levels of reading skills, language fluency, and educational
>>> attainment; criminal justice agencies; etc.) who theoretically
>>> should have an interest in this field but who have largely been
>>> silent and invisible?  (Possible guests: critical thinkers in this
>>> area. Maybe tie this in with the state policy topic below.)
>>> ? Adult learner leadership: What is being done to promote/develop
>>> the leadership capacities of adult learners?  Why is it important
>>> to do so?  What are ways of doing so?  What are challenges and
>>> resources for doing so?  (Possible guests: Representatives of
>>> national, state and local adult learner groups and the
>>> practitioners they work with.)
>>>
>>> Policy
>>> ? State policy: What are states doing to build adult learning
>>> systems that prepare adults for work, family, and civic
>>> responsibilities?  (Possible guests: Representatives of some
>>> states which have shown innovation and commitment regarding adult
>>> education policy.)
>>>
>>> Advocacy and Public Awareness
>>> ? How to encourage adult learners to advocate for education for
>>> themselves and others including those for whom the GED is not a
>>> viable goal.
>>> ? What do the public, donors, and elected officials REALLY need
>>> to know about the impact of low-level literacy skills in our
>>> country so that professionals get the help that they need to meet
>>> service demands?  What is essential information we should be
>>> collecting or calculating?  We have to appeal to different
>>> audiences:  What messages are attractive to the general public vs
>>> donors vs elected officials?
>>> ? How do we grab the attention of the general tax-paying
>>> population and major funding organizations to the critical need of
>>> literacy programs.  I have  seen the extensive research and
>>> results but not seen strategies to engage the general and specific
>>> populations.
>>> ? There was a big push in the wake of the 2000 National Literacy
>>> Summit, From the Margins to the Mainstream, an Action Agenda for
>>> Literacy.  Seven years later we are still very clearly at the
>>> margins.  Was it the wrong agenda?  In a nutshell, the agenda was
>>> three pronged.
>>>
>>> Priority 1- Resources
>>> Priority 2- Access
>>> Priority 3- Quality
>>>
>>> Could we use the discussion list to revisit and reformulate an
>>> Action Agenda?  As a first thought, I would think that Priority 1
>>> would be answering the following question:  How do we make a
>>> compelling case to the general public, the media, the politicians,
>>> and policy makers that the achievement of universal adult literacy
>>> (in English) is central to the preservation of our nation?s
>>> founding principles as well as our social and economic well being?
>>>
>>> Possible Guests
>>> ?      People with influence who have the ability to be
>>> advocates?or people who are adversarial who also have influence.
>>> We could learn from those who are anti.
>>>
>>> System Building
>>> ? In a time of limited resources, are adult educators retreating
>>> from building effective learning systems or are we finding new
>>> ways and resources to provide more and better quality services?
>>> (Possible guests: Critical thinkers in this area. Maybe tie this
>>> in with the state policy topic above.)
>>> ? What is the essence of the US ABE/ESOL system (what works and
>>> what doesn?t?) and how does it compare to systems in other
>>> countries?
>>>
>>> For example, In the U.S. the adult education system is somewhat
>>> (ok a lot) separate from the job training and workforce
>>> development system making it difficult to implement integrated
>>> models that combine education and training. How are other
>>> countries managing to embed language and literacy development into
>>> services designed to help adults get jobs with a future.
>>>
>>> Another example, here in the U.S., family literacy focuses on
>>> teaching language and literacy skills in the context of life
>>> skills and helping parents understand the U.S. school system so
>>> they can help their children succeed. Other models (in the UK and
>>> some in Canada), help parents who?ve had few opportunities for
>>> schooling acquire the content knowledge their kids are learning
>>> (math, social science, geography, history) so that when there are
>>> questions the child has (about school, homework, tests), the
>>> parents can answer them with authority. I can see this system
>>> meshing nicely with what the GED is trying to do but if would be
>>> good to hear from experts in other countries about their insights
>>> into what has worked and what hasn?t.
>>>
>>> Learning Disabilities (styles, disorders, differences)
>>> ? We know that students drop out of high school for a variety of
>>> reasons. How many drop out because they do not fit into the
>>> standard  educational model? One respondent noted that many adult
>>> learners do not do well in traditional test-taking situations.
>>> Would they do better with alternative assessments? Should we
>>> educate them using the same model     in which they were
>>> previously unsuccessful? How many are AD/HD? How many have what a
>>> psychologist my describe as a "Anti-Social Personality Disorder"?
>>> Should we continue to try to put them in a one-size-fits-all
>>> learning situation? Is it even practical, given the limited adult
>>> education resources,  to try to assess differences beyond literacy
>>> levels?
>>>
>>> Writing
>>> ? How to develop/encourage/support independent/critical readers
>>> and writers. At what point do/can adult learners "leave the nest"
>>> and challenge ideas on their own? Is that not the epitome of
>>> literacy?
>>>
>>> Assessment
>>> ? Assessment as a way to capture what counts and giving learners
>>> the opportunity to demonstrate knowledge and skills in ways that
>>> reflect real life tasks. Have we all just gotten so beaten up by
>>> the required standardized testing that there is no room or desire
>>> to consider alternatives?
>>>
>>> Other Possible Guests
>>> ? Local and national policy makers willing to discuss impact of
>>> literacy issues and plans for reform
>>>
>>> 						In the future, emphasize:
>>>
>>> ? Discussion of student profiles and specific, personal,
>>> qualitative anecdotes about students, ESOL and ABE teachers
>>> ? More focus on specific students, classes, and student
>>> populations (such as immigrants, adults, K-3, 4-6, postsecondary,
>>> etc.) Look from the ground up and not the top down in order to
>>> really make sense of the issues related to literacy and THEN apply
>>> the information to the level used by policy makers and  
>>> administrators
>>> ? More links to national and local studies with follow up
>>> discussions (but not too many studies at one time)
>>> ? Further explanation and exploration of related statistics and
>>> how these impact daily interactions between students and teachers
>>> in Adult Ed and K-12
>>>
>>> ? Simultaneous unification of the ABE and Literacy field.  We all
>>> came together when ABE was on the verge of being cut.  We need to
>>> be proactive (not that I have been) not reactive.
>>>
>>> 							
>>> 						Other Comments
>>>
>>> ? Use live chatting instead of asynchronous text discussions
>>> ? Combine topics (e.g. corrections, data and advocacy ?
>>> including learners as advocates) using the Special Topics list for
>>> synergistic discussions
>>> ? Begin some discussions "ourselves" before inviting guests. It
>>> could be that with 'just us' questions will bubble up that we can
>>> then seek responses to/input from others with particular expertise?
>>> ? Slow down and really pace ourselves between conversations
>>> ? Why have we not compiled statistics in a way that serves all of
>>> our purposes?  Most of the data on the NIFL web site is very
>>> dated.  That?s sad.
>>> ? I don?t think we are very politically outspoken.  Over the
>>> past seven years, the media has failed us and the many of us have
>>> opted to be CAREFUL about how we express our discontent.  Support
>>> for people most in need has dwindled down to a pathetic state and,
>>> in general, the outrage is but a peep in the night.  It?s
>>> disgusting.  I don?t know that it serves us to bash The
>>> Administration?but let?s stop pretending that there wasn?t a
>>> genuine attempt to dismantle the ABE systems just a couple of
>>> years ago.  The worst kind of politics is when one side doesn?t
>>> want to acknowledge blatant abuse of the public?because it makes
>>> their party look bad.  I don?t really care for the left or the
>>> right.  We need to do a better job of being on OUR OWN SIDE?the
>>> side of greater literacy for all.  We need to take risks that
>>> might regenerate the movement.  I?m under-impressed with
>>> discussion lists in general.  They tend to be heavy on philosophy,
>>> intellect, and light on raw truth and gutsy calls to action.
>>> -----
>>>
>>> -------------------------------
>>> National Institute for Literacy
>>> Special Topics mailing list
>>> SpecialTopics at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>> Email delivered to wfagan at mun.ca
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to djrosen at comcast.net
>
> David J. Rosen
> djrosen at comcast.net
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to wfagan at mun.ca

From penny.boyd at dss.virginia.gov  Fri Aug 24 13:07:21 2007
From: penny.boyd at dss.virginia.gov (Boyd, Penny (VDSS))
Date: Fri, 24 Aug 2007 13:07:21 -0400
Subject: [SpecialTopics 553] Re: Summary of Special Topics discussion so far
In-Reply-To: <3FA16507-C7A8-439A-A840-DC3CB7B93B14@mun.ca>
Message-ID: <10ECD6728EAEBF4196C496CC61FD6AA803D97A8B@HMS-EX1.cov.virginia.gov>

In response to Will Fagan's comment regarding an assessment at the time
of the learners "graduation" ("integration" into the community?), I
think it is a worthwhile to have as a topic exploring both (1)
assessments of the learner before and after instruction and (2) what
degree of English language functioning is sufficient for learners to
continue developing language proficiency on their own.   The federally
funded ESL assistance provided through programs, like the Refugee
Resettlement Program, expect the ESL activities it funds to focus on
economic self-sufficiency and on the learner's ability to function in
the workplace.  Those who contract with resettlement providers struggle
with knowing (i) what expectations to have of ESL activities and (ii)
what results are sufficient.  

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Will Fagan
Sent: Friday, August 24, 2007 12:42 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 552] Re: Summary of Special Topics discussion so
far

I guess it is all of the above (or below).
In addition to the points you raise, we can also raise the  
implications for when
a learner "graduates" from a literacy/education program and has not
reached a level of independence. It is certainly much more than  
assessment,
and any assessment would have to be very complex. A pencil and paper
test would never answer the question.
Perhaps,  an assessment type question, is whether the program certifies
the learner - that is, does having "gone through" the program suffice  
for the
learner to have reached the level of independence that enables him/her
to be a continuing and active learner?
As I mentioned earlier, I have seen a  number of learners (who  
themselves)
believe they are now "literate" or have reached a stage that put them in
the "literate"  versus the "low-literacy" camp, yet they cannot  
operate independently
in critically reading information, asking critical questions,  
discussion using logic,
crafting their  ideas/concerns/arguments on paper to impact society.
Will

On 23-Aug-07, at 2:07 PM, David J. Rosen wrote:

> Hello Will,
>
> I need some clarification:
>
> Are you asking an assessment question or are you also asking a set of
> other questions about how teachers should be trained, how curriculum
> should be designed, how programs should be designed to support
> learners becoming critical and independent readers? Is there a
> research literature you have in mind, or some theoretical writings?
> Or are you just asking the assessment question: how do we know when
> adult learners reach the "critical/independent" state of literacy so
> they can carry out reading and writing on their own?  I am trying to
> understand if this is one question, that could be addressed on the
> assessment discussion list, or if you are getting at a  set of
> questions which might better be addressed here. The more you can tell
> us about this, the better we will understand what you are getting at.
>
> Thanks.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
> On Aug 23, 2007, at 8:52 AM, Will Fagan wrote:
>
>> The topic I suggested is not included.
>> How do we know that the learners we work with have reached the
>> "critical/independent" stage of literacy where they can stand on
>> their own and continue their learning?
>> I have  seen many learners "graduate" from literacy programs but
>> are still limited and "dependent" (in that they must rely on
>> support from others) in carrying out literacy tasks.
>> I believe if we do not enable learners to reach this stage, we lose
>> a lot of good leadership.
>> At a certain time the baby robin no longer needs the confines of
>> the nest or the support of its mother in moving out into the world
>> on its own, to eventually do (and maybe do better) what the parent
>> robins do. When have learners reached this stage? This  applies to
>> corrections learners as well as to others. Recidivism depends a lot
>> on being independent versus being dependent on or influenced by
>> others. I would think literacy must play some role here.
>>
>>
>>
>> On 23-Aug-07, at 9:37 AM, David J. Rosen wrote:
>>
>>> Special Topics Colleagues,
>>>
>>> Katrina Hinson suggested that a summary of the discussion so far
>>> would be helpful.  You'll find one below.
>>>
>>> As you look at the summary, consider:  Are there any other topics
>>> that should be added? Are there other guests who you would like to
>>> suggest? Would you like more information/clarification about what
>>> is already listed (possibly my summary distorted the intent of
>>> what someone wrote -- if so, let us know, or provide amplification.)
>>>
>>> Janet Isserlis suggested that this discussion list would be a good
>>> place for what I am calling "synergistic" discussions -- bold
>>> combinations of topics.  If you have ideas for such synergy
>>> topics, let us know.
>>>
>>> David J. Rosen
>>> djrosen at comcast.net
>>>
>>> 								Topics
and Possible Guests
>>>
>>> Immigration
>>> *      Local immigration policies and how they impact students and
>>> teachers of Adult Education
>>> *      The impact of the Bush administration's Homeland Security
>>> plans to enforce current immigration laws and the development of a
>>> national plan for citizenship education. See http://
>>> www.whitehouse.gov/news/releases/2007/08/20070810.html
>>> *       Incarcerated immigrants: how many participate in ABE
>>> classes, and the long-term results for those who participate and
>>> those who do not (this could include a discussion of why some do
>>> not participate and how available these classes are to
>>> incarcerated immigrants, especially illegal immigrants)
>>>
>>> *      Qualitative studies of immigrants pursuing ABE and ESOL
>>> education; perspectives of students, teachers and administration
>>> *      Collaborative efforts between state and federal agencies
>>> and non-profits to expand the human rights of immigrants, women,
>>> and low income pursuing education and self-improvement
>>> *      Immigrant integration and the role that language and
>>> literacy development can play in that goal - perhaps with a
>>> strong focus on what it takes to not only support immigrants
>>> making a new life in the US but how we as a society can do to
>>> support communities that have a hard time absorbing large numbers
>>> of newcomers - and what we in adult education can do so we
>>> don't pit the different kinds of needs of native born and foreign-
>>> born citizens/residents against each other.
>>>
>>> Possible Guests
>>> *      Professionals in the field to discuss their perspectives of
>>> immigrants working towards assimilation, citizenship and language
>>> skills
>>>
>>> Technology
>>> *     Technological literacy: who has it, who doesn't, how we
>>> can improve it
>>> *     Gender differences in technological pedagogy (for example,
>>> is there a difference between the way males and females teach
>>> basic technical skills?  Do men and women have different learning
>>> styles when it comes to technology?  How does this affect students?)
>>> *     What is being done around the US to better use educational
>>> technologies to provide more and better learning opportunities for
>>> adults?
>>>
>>> Possible Guests
>>> *      Teachers in the field of technological literacy
>>> *      People who are using technologies in creative ways.
>>>
>>>
>>> Corrections Education/Ex offender re-entry
>>> (6 people mentioned this topic as of 8/22)
>>> *    Helping ex-offenders transition to productive lives has
>>> tremendous implications for our society.  We are starting a new
>>> program and could benefit from learning from others who are
>>> already running successful programs.
>>> *    Transition programs for ex-offenders who studied in jail/
>>> prison and need to connect to educational opportunities in the
>>> community.. Too many ex-offenders leave prison and are faced with
>>> immediate housing and employment needs, and have no easy access to
>>> complete their studies. Access to educational services becomes a
>>> way to reduce recidivism.
>>> *    Literacy Volunteers of Westchester County is currently
>>> working on a Corrections Education version for their bilingual low-
>>> literate EL/Civics curriculum (Civics for Immigrants: From Native
>>> Language to English Literacy) and it is interesting to see what
>>> changes need to be made in language, content, and tasks.  I would
>>> be curious about how others see the differences, specifically with
>>> regard to civics topics and tasks.
>>> *    I deal with the education of inmates in our local jail - some
>>> of whom are awaiting transfer to the penitentiary.  I am
>>> particularly interested in how other programs are funded, as ours
>>> is volunteer instruction and jail paid testing for the GED.  Also,
>>> interested in approaches for special education for those whose
>>> services have not existed for many years.
>>>
>>> Possible Guests
>>> * Administrators in the criminal justice system and law officers
>>> who will openly discuss communication efforts and issues from
>>> their perspectives and interactions
>>> * I have suggested two potential "panelists" to David who have
>>> recently completed doctoral dissertations that involved interviews
>>> with incarcerated individuals. While not focused specifically on
>>> literacy - their research does give voice to the views of students
>>> from whom we do not hear often if at all (i.e. actually
>>> incarcerated individuals). One paper focused on perceptions about
>>> corrections education, and the other about K-12 experiences of
>>> drop-outs who are now incarcerated -- each with a view to
>>> informing current educators about potential efforts to deter
>>> current students from such future ends.
>>> * John Linton, former correctional educator and now Director of
>>> Correctional Education for the U.S. Department of Education
>>> * Bill Muth, former Director of Education for the Federal Bureau
>>> of Prisons and currently a professor of correctional education at
>>> Virginia Commonwealth University
>>> * Steve Steurer, former correctional educator and now Executive
>>> Director of the Correctional Education Association
>>> * Carolyn Buser, former director of correctional education and
>>> current adult education specialist at the U.S. Department of
>>> Education who has a wealth of knowledge about how the adult
>>> education system and correctional education system works together.
>>> * John Nally, director of CE in Indiana who is Chair of the
>>> Council of Directors of CE
>>>
>>> Work-related Literacy/Basic Skills
>>> * Work-related basic skills: What is now being done around the US
>>> and world (at national, state, and local levels) to help job
>>> seekers and incumbent develop the basic skills and other career
>>> tools (e.g., technical knowledge, credentials, connections, etc.)
>>> to move into and succeed in rewarding jobs? (Possible guests: In
>>> addition to US-based people, we might invite representatives of
>>> New Zealand, the UK, and Canada to participate.)
>>> * Looking at workforce education programs that are partnerships
>>> between businesses and local literacy organizations: the structure
>>> of the program, curriculum and assessments
>>>
>>> Family-related Literacy/Basic Skills
>>> * Family-related basic skills: What is now being done around the
>>> US and world (at national, state, and local levels) to help adults
>>> develop the basic skills and other life tools they need to help
>>> their families deal with educational, health, financial, housing,
>>> and other needs? (Possible guests: People who are thinking outside
>>> the box on what constitutes "family literacy.")
>>>
>>> Civics-related Literacy/Basic Skills
>>> * Civics-related basic skills: What is now being done around the
>>> US and world (at national, state, and local levels) to help adults
>>> develop the basic skills and other life tools they need to
>>> participate actively as community members and citizens?  (Possible
>>> guests: People who are thinking outside the box on what
>>> constitutes civic literacy/citizenship education.)
>>>
>>> Leadership
>>> * What is being done to build leadership for adult education
>>> among stakeholder groups (e.g., employers; populations with low
>>> levels of reading skills, language fluency, and educational
>>> attainment; criminal justice agencies; etc.) who theoretically
>>> should have an interest in this field but who have largely been
>>> silent and invisible?  (Possible guests: critical thinkers in this
>>> area. Maybe tie this in with the state policy topic below.)
>>> * Adult learner leadership: What is being done to promote/develop
>>> the leadership capacities of adult learners?  Why is it important
>>> to do so?  What are ways of doing so?  What are challenges and
>>> resources for doing so?  (Possible guests: Representatives of
>>> national, state and local adult learner groups and the
>>> practitioners they work with.)
>>>
>>> Policy
>>> * State policy: What are states doing to build adult learning
>>> systems that prepare adults for work, family, and civic
>>> responsibilities?  (Possible guests: Representatives of some
>>> states which have shown innovation and commitment regarding adult
>>> education policy.)
>>>
>>> Advocacy and Public Awareness
>>> * How to encourage adult learners to advocate for education for
>>> themselves and others including those for whom the GED is not a
>>> viable goal.
>>> * What do the public, donors, and elected officials REALLY need
>>> to know about the impact of low-level literacy skills in our
>>> country so that professionals get the help that they need to meet
>>> service demands?  What is essential information we should be
>>> collecting or calculating?  We have to appeal to different
>>> audiences:  What messages are attractive to the general public vs
>>> donors vs elected officials?
>>> * How do we grab the attention of the general tax-paying
>>> population and major funding organizations to the critical need of
>>> literacy programs.  I have  seen the extensive research and
>>> results but not seen strategies to engage the general and specific
>>> populations.
>>> * There was a big push in the wake of the 2000 National Literacy
>>> Summit, From the Margins to the Mainstream, an Action Agenda for
>>> Literacy.  Seven years later we are still very clearly at the
>>> margins.  Was it the wrong agenda?  In a nutshell, the agenda was
>>> three pronged.
>>>
>>> Priority 1- Resources
>>> Priority 2- Access
>>> Priority 3- Quality
>>>
>>> Could we use the discussion list to revisit and reformulate an
>>> Action Agenda?  As a first thought, I would think that Priority 1
>>> would be answering the following question:  How do we make a
>>> compelling case to the general public, the media, the politicians,
>>> and policy makers that the achievement of universal adult literacy
>>> (in English) is central to the preservation of our nation's
>>> founding principles as well as our social and economic well being?
>>>
>>> Possible Guests
>>> *      People with influence who have the ability to be
>>> advocates...or people who are adversarial who also have influence.
>>> We could learn from those who are anti.
>>>
>>> System Building
>>> * In a time of limited resources, are adult educators retreating
>>> from building effective learning systems or are we finding new
>>> ways and resources to provide more and better quality services?
>>> (Possible guests: Critical thinkers in this area. Maybe tie this
>>> in with the state policy topic above.)
>>> * What is the essence of the US ABE/ESOL system (what works and
>>> what doesn't?) and how does it compare to systems in other
>>> countries?
>>>
>>> For example, In the U.S. the adult education system is somewhat
>>> (ok a lot) separate from the job training and workforce
>>> development system making it difficult to implement integrated
>>> models that combine education and training. How are other
>>> countries managing to embed language and literacy development into
>>> services designed to help adults get jobs with a future.
>>>
>>> Another example, here in the U.S., family literacy focuses on
>>> teaching language and literacy skills in the context of life
>>> skills and helping parents understand the U.S. school system so
>>> they can help their children succeed. Other models (in the UK and
>>> some in Canada), help parents who've had few opportunities for
>>> schooling acquire the content knowledge their kids are learning
>>> (math, social science, geography, history) so that when there are
>>> questions the child has (about school, homework, tests), the
>>> parents can answer them with authority. I can see this system
>>> meshing nicely with what the GED is trying to do but if would be
>>> good to hear from experts in other countries about their insights
>>> into what has worked and what hasn't.
>>>
>>> Learning Disabilities (styles, disorders, differences)
>>> * We know that students drop out of high school for a variety of
>>> reasons. How many drop out because they do not fit into the
>>> standard  educational model? One respondent noted that many adult
>>> learners do not do well in traditional test-taking situations.
>>> Would they do better with alternative assessments? Should we
>>> educate them using the same model     in which they were
>>> previously unsuccessful? How many are AD/HD? How many have what a
>>> psychologist my describe as a "Anti-Social Personality Disorder"?
>>> Should we continue to try to put them in a one-size-fits-all
>>> learning situation? Is it even practical, given the limited adult
>>> education resources,  to try to assess differences beyond literacy
>>> levels?
>>>
>>> Writing
>>> * How to develop/encourage/support independent/critical readers
>>> and writers. At what point do/can adult learners "leave the nest"
>>> and challenge ideas on their own? Is that not the epitome of
>>> literacy?
>>>
>>> Assessment
>>> * Assessment as a way to capture what counts and giving learners
>>> the opportunity to demonstrate knowledge and skills in ways that
>>> reflect real life tasks. Have we all just gotten so beaten up by
>>> the required standardized testing that there is no room or desire
>>> to consider alternatives?
>>>
>>> Other Possible Guests
>>> * Local and national policy makers willing to discuss impact of
>>> literacy issues and plans for reform
>>>
>>> 						In the future,
emphasize:
>>>
>>> * Discussion of student profiles and specific, personal,
>>> qualitative anecdotes about students, ESOL and ABE teachers
>>> * More focus on specific students, classes, and student
>>> populations (such as immigrants, adults, K-3, 4-6, postsecondary,
>>> etc.) Look from the ground up and not the top down in order to
>>> really make sense of the issues related to literacy and THEN apply
>>> the information to the level used by policy makers and  
>>> administrators
>>> * More links to national and local studies with follow up
>>> discussions (but not too many studies at one time)
>>> * Further explanation and exploration of related statistics and
>>> how these impact daily interactions between students and teachers
>>> in Adult Ed and K-12
>>>
>>> * Simultaneous unification of the ABE and Literacy field.  We all
>>> came together when ABE was on the verge of being cut.  We need to
>>> be proactive (not that I have been) not reactive.
>>>
>>> 							
>>> 						Other Comments
>>>
>>> * Use live chatting instead of asynchronous text discussions
>>> * Combine topics (e.g. corrections, data and advocacy -
>>> including learners as advocates) using the Special Topics list for
>>> synergistic discussions
>>> * Begin some discussions "ourselves" before inviting guests. It
>>> could be that with 'just us' questions will bubble up that we can
>>> then seek responses to/input from others with particular expertise?
>>> * Slow down and really pace ourselves between conversations
>>> * Why have we not compiled statistics in a way that serves all of
>>> our purposes?  Most of the data on the NIFL web site is very
>>> dated.  That's sad.
>>> * I don't think we are very politically outspoken.  Over the
>>> past seven years, the media has failed us and the many of us have
>>> opted to be CAREFUL about how we express our discontent.  Support
>>> for people most in need has dwindled down to a pathetic state and,
>>> in general, the outrage is but a peep in the night.  It's
>>> disgusting.  I don't know that it serves us to bash The
>>> Administration...but let's stop pretending that there wasn't a
>>> genuine attempt to dismantle the ABE systems just a couple of
>>> years ago.  The worst kind of politics is when one side doesn't
>>> want to acknowledge blatant abuse of the public...because it makes
>>> their party look bad.  I don't really care for the left or the
>>> right.  We need to do a better job of being on OUR OWN SIDE...the
>>> side of greater literacy for all.  We need to take risks that
>>> might regenerate the movement.  I'm under-impressed with
>>> discussion lists in general.  They tend to be heavy on philosophy,
>>> intellect, and light on raw truth and gutsy calls to action.
>>> -----
>>>
>>> -------------------------------
>>> National Institute for Literacy
>>> Special Topics mailing list
>>> SpecialTopics at nifl.gov
>>> To unsubscribe or change your subscription settings, please go to
>>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>>> Email delivered to wfagan at mun.ca
>>
>> -------------------------------
>> National Institute for Literacy
>> Special Topics mailing list
>> SpecialTopics at nifl.gov
>> To unsubscribe or change your subscription settings, please go to
>> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>> Email delivered to djrosen at comcast.net
>
> David J. Rosen
> djrosen at comcast.net
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to wfagan at mun.ca

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to penny.boyd at dss.virginia.gov

From MMaralit at NIFL.gov  Mon Aug 27 16:50:18 2007
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Mon, 27 Aug 2007 16:50:18 -0400
Subject: [SpecialTopics 554]  Reminder: Aug 29 Webcast:  Health Literacy
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C48F8@wdcrobe2m03.ed.gov>

Hello, All,

Just a final reminder about the Aug 29 webcast: Health Literacy of America's
Adults.

For more information and to register, go to:
http://www.nifl.gov/nifl/webcasts/NAALhealth/webcast0829.html

Panelist include:

Dr. Sheida White, Project Director, National Assessment of Adult Literacy at
the National Center for Education.  Dr. White directs the National
Assessment of Adult Literacy at the National Center for Education Statistics
(or NCES). 

Dr. Ian Bennett is an Assistant Professor at School of Medicine and a
Research Associate at Graduate School of Education at the University of
Pennsylvania. 

Toni Cordell is an adult learner and recently served as an expert panel
member on the Joint Commission and nationally known speaker on the topic of
health literacy, who draws from her personal struggle with dyslexia. 

Please feel free to pass along to others who may be interested in viewing
this webcast.

Regards, 
Jo Maralit
mmaralit at nifl.gov
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From djrosen at comcast.net  Mon Aug 27 20:59:03 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 27 Aug 2007 20:59:03 -0400
Subject: [SpecialTopics 555] Subscribers' ideas for topics discussion has
	concluded
Message-ID: <D74670F2-1348-4440-BF2B-C0C629934DC9@comcast.net>

Special Topics Discussion Colleagues,

I want to thank those who contributed to the recent topics discussion  
on the Special Topics discussion list. The discussion is now closed.  
I will finish summarizing the suggestions, adding in those from the  
last few days, and will post the final summary soon. I will draw on  
some of these ideas for future topics on this discussion list, and my  
discussion moderator colleagues may also benefit from them, and hold  
discussions on their lists on topics you have suggested.

We have two discussions scheduled here for September, and soon I will  
post more information about these:

September 7 -14: What International Literacy Programs Offer Programs  
in the U.S
Guest Panel: Brenda Bell, Pamela Civins, Dr. John Comings, Barbara  
Garner,  Dr. Juliet Merrifield, Dr. Erik Jacobson, and Dr. Ujwala Samant

September 17-21: Adult Components of Numeracy Study
Guest Authors: Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From djrosen1 at mac.com  Thu Aug 30 06:53:44 2007
From: djrosen1 at mac.com (David Rosen)
Date: Thu, 30 Aug 2007 06:53:44 -0400
Subject: [SpecialTopics 556] What International Literacy Programs Offer
	Programs in the U.S.
Message-ID: <1B90246C-8042-4D1D-A1E2-68DD58F45D63@mac.com>

Special Topics Colleagues,

I hope you will join us on September 7th -14th, 2007 for the  
discussion: What International Literacy Programs Offer Programs in  
the U.S.

We will talk with adult literacy educator experts who have experience  
with programs in the U.S. and in other countries.  We will explore  
with them what they have learned in other countries that may be  
useful to programs in the U.S.  As the theme of this year?s  
International Literacy Day, on September 8th, is health literacy, we  
will also explore the intersection in their work of health and literacy.

Guest Biographies and Guests' Suggested Readings for this Discussion

Dr. Erik Jacobson

Erik Jacobson is an Assistant Professor at Montclair State University  
in New Jersey, where he works in the Early Childhood, Elementary and  
Literacy Education Department. One of his research interests is the  
goals that teachers and students set for themselves in Japanese adult  
basic education classes (literacy and Japanese as a Second Language).  
He has been looking at this topic for almost 10 years, and he  
recently returned from visiting programs in Osaka and Nara. Erik is  
also the co-area leader of the Adult Literacy Education Wiki section  
on World Literacy and Nonformal Education, and he maintains a page on  
world literacy news.

Suggested Web sites:

Sample Story

http://home.kyodo.co.jp/modules/fstStory/index.php?storyid=305624

Context for Japanese ABE

?Multicultural?
http://search.japantimes.co.jp/cgi-bin/fl20070327zg.html

Buraku Discrimination
http://blhrri.org/blhrri_e/blhrri/buraku.htm

Organization

Japan Society for the Study of Adult and Community Education
http://wwwsoc.nii.ac.jp/jssace/index-e.html

Dr. John Comings

John is a senior research associate and lecturer on education at  
Harvard's Graduate School of Education and was director of the  
National Center for the Study of Adult Learning and Literacy (NCSALL)  
from 1996 to 2007. Before HGSE and NCSALL, He spent 12 years as vice  
president of World Education in Boston. He has worked in Asia,  
Africa, and the Caribbean, and he lived for 6 years in Nepal and 2  
years in Indonesia. In his international work, he has helped design,  
implement and evaluate adult literacy programs and skill training  
programs.

Suggested Reading: http://www.worlded.org/docs/Publications/ 
teaching_adults_to_read.pdf

Dr. Ujwala Samant

Ujwala Samant is director of Learning for Life UK, a small NGo  
working in India, Pakistan, Afghanistan and the UK. Under her  
leadership, LfL has stabilized financially and added new, larger  
projects and more than tripled their annual income. She was a senior  
researcher at the National Center for the Study of Adult Learning and  
Literacy at Rutgers University, USA. Her research foci include  
gender, immigrant education, ESOL, learner engagement and voice. She  
has taught at the International Literacy Institute at the
University of Pennsylvania, and been a consultant in the field of  
development, education and gender. Her doctoral research examined the  
links between literacy and social change amongst women in Mumbai  
slums. She received The UK Asian Woman of Achievement 2007 award for  
Social and Humanitarian work

Barbara Garner

Known on NIFL?s discussion lists as the editor of ?Focus on Basics?,  
Barbara Garner led the development of non-profit World Education?s  
adult literacy efforts in Africa from 1998 through 2004, providing  
technical assistance around teacher training and curriculum  
development as well as leadership and program design. Her work took  
her to Guinea, Mali, Benin, and more recently Egypt, where she  
consulted on their national adult literacy assessment system.   
Earlier in her career she worked on non-formal education programs and  
refugee education programs in Indonesia, Thailand, and Nepal.

Suggested Reading: to get a feel for adult literacy in West Africa  
read "Creating Curricula for Challenging Circumstances" from Focus on  
Basics http://www.ncsall.net/index.php?id=199

Pamela Civins

Pamela Civins has worked in the field of nonprofit management, formal  
and nonformal education for over 15 years internationally and in  
Boston, Massachusetts.  Currently, she is the Executive Director of  
Boston Partners in Education, an organization that enhances the  
academic achievement and nurtures the personal growth of Boston's  
public school students by providing them with focused, individualized  
in-school volunteer support.  Pamela has been working exclusively in  
the US for the past three years.  Prior to her work being focused on  
K-12 urban education, she provided coordination and managerial  
oversight of nonformal education and literacy programs for girls and  
women in Nepal, India and Pakistan.  For eight years, she worked with  
the nonprofit, World Education, Inc., both in the US and abroad.  She  
coordinated a women's literacy program and was based in Kathmandu,  
Nepal for two yeas.  Pamela worked extensively in India supporting a  
collaboration with World Education and the Indian-based  
nongovernmental organization, PRIA, on a the Women's Empowerment  
Through Literacy and Livelihoods Development Project, an integrated  
literacy and livelihoods development program that took place in the  
Indian states of Madhya Pradesh and Andhra Pradesh.  She also  
provided support to a women's literacy program in Pakistan.  Pamela  
received her BA from the University of Colorado, a MIIM (Masters in  
Intercultural & International Management) from the School for  
International Training, and an M.Ed. with a focus on International  
Education Policy from Harvard University.

Recommended readings.

http://www.worlded.org/docs/Publications/teaching_adults_to_read.pdf

http://www.iiz-dvv.de/englisch/Publikationen/Weltbank/inhalt.htm

http://unesdoc.unesco.org/images/0012/001200/120067Eo.pdf

http://www.globalhealth.org/publications/contents.php3?id=2&issue=116

Brenda Bell

Brenda Bell, for many years Associate Director of the Center for  
Literacy Studies, University of Tennessee and Coordinator of the EFF  
National Center, is currently an education advisor with the Global  
Learning Group of the Education Development Center (EDC).  In 2004  
and 2005, she provided support to EDC?s Afghanistan Literacy and  
Community Empowerment Project which links literacy with governance  
and economic development activities in 200 rural villages. For the  
past year, she has been technical advisor to EQuALLS, an education  
quality and livelihood skills program in over 900 barangays in the  
western Mindanao area of the Philippines. Additionally, Brenda  
assists with program assessment, design and development activities in  
other countries. With many years of experience in nonformal and adult  
education in the U.S., Brenda (a former Peace Corps volunteer) is  
enjoying the opportunities and challenges of working outside of the  
U.S. She lives in Maryville, TN.

Suggested Reading: Developing Adult Literacy: Approaches to planning,  
implementing and delivering literacy initiatives by Juliet Merrifield  
Juliet McCaffrey Juliet Millican  Oxfam, September 30, 2007 [For this  
discussion this book will be available free online]

Juliet Merrifield

Juliet Merrifield is Principal of the Friends Centre, an independent  
adult education centre in Brighton, England.  She has worked as an  
adult educator and researcher for the last 25 years, in the USA,  
England and Ireland.  She was Director of the Learning from  
Experience Trust in London, and of the Center for Literacy Studies at  
the University of Tennessee, USA.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From jataylor at utk.edu  Tue Aug 28 15:41:42 2007
From: jataylor at utk.edu (Taylor, Jackie)
Date: Tue, 28 Aug 2007 15:41:42 -0400
Subject: [SpecialTopics 557] Upcoming Discussion: Project-Based Learning as
	Professional Development
Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFECCF2048@KFSVS2.utk.tennessee.edu>

Dear Colleagues:

The Adult Literacy Professional Development Discussion List is pleased
to host a guest discussion next week on Project-Based Learning as
Professional Development (http://tinyurl.com/2eum64). Please see below
for details.

 

 - Sound interesting? We're happy to have you join us! Visit:

 

http://www.nifl.gov/mailman/listinfo/Professionaldevelopment

 

Best wishes, Jackie Taylor

 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

 

Title:   Project-Based Learning as Professional Development

Date:   September 4 - 11, 2007

Guest: Heide Spruck Wrigley, Senior Researcher, LiteracyWork
International

Resources for Discussion: http://tinyurl.com/2eum64 

To participate, subscribe:
http://www.nifl.gov/mailman/listinfo/Professionaldevelopment

To submit questions for discussion, email: jataylor at utk.edu 

 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

 

I. Description:

Join the Adult Literacy Professional Development List to explore and
share innovative practices in Project-Based Learning (PBL) as
Professional Development. Guest participant Heide Spruck Wrigley will
share her experiences with successful professional development models
focused on PBL. A team of teachers who have facilitated student-projects
in their classes will actively participate, share their professional
development experiences, and offer practical advice on implementing
projects. We hope you will join us and share your work.

 

Discussion topics include:

*	Essential elements of project-based learning 
*	Exploring the value added of project-based learning in ESOL and
ABE 
*	Examples of successful professional development models focused
on project-based learning 
*	Myths and realities: Is project-based learning time well-spent? 
*	Evidence from research and practice 
*	Assessments in project-based learning and student performance 
*	How to get started in project-based learning 

 

This discussion introduces the PD List's Topic-of-the-Month: Keys to
Communities of Practice.

 

 

II. Guest Discussion Biography

 

Heide Spruck Wrigley has been involved in all aspects of adult literacy,
including family literacy, workplace literacy, adult ESL, EL civic and
transition to higher education. Her work focuses on the intersection of
policy, research, professional development, and classroom practice. She
is currently a (non-resident) fellow with the Migration Policy
Institute, a non-partisan Think Tank in Washington, D.C.  and is
finishing up a research and materials development project for
Youth-at-Risk outside of Vancouver, British Columbia. 

 

Her staff development work around project-based learning includes a 3
year consultancy with Project IDEA, a Texas state wide Master Teacher
project focused on PBL and a five year ongoing professional development
project with teachers in Socorro, Texas. Her PBL work includes an
emphasis on putting low and high end technology in the hands of learners
(tape recorders, PowerPoint, digital cameras, video cameras) and
creating learner showcases for the demonstration of these projects to a
wider community of parents, teachers, and learners. 

 

Heide has been key in a number of U.S. national research studies focused
on ESL literacy, but she has also been involved with ABE programs, youth
literacy programs and with the Adult Literacy Media Alliance (TV 411).
Her international work includes evaluations of teacher training programs
in Poland and in Egypt, staff development in China, and presentations in
Canada, Ireland, New Zealand and in the UK.  When she's home, Heide
lives in Mesilla, a small town in Southern New Mexico, an hour from the
US Mexico border.

 

 

III. Preparation for Discussion

 

Project-Based Learning and Professional Development

Practical Ideas

Research to Practice

(a) ; (d)

(c); (f); (e)

(a); (b); (g); (h)

 

 

 

 

 

 

(a)     Research in Action: Teachers, Projects, and Technology

http://www-tcall.tamu.edu/newsletr/june04/june04a.htm

-- Project-Based Learning and Professional Development

 

(b)     Knowledge in Action: The Promise of Project-Based Learning

http://www.ncsall.net/?id=384

Focus on Basics, v.2 Issue D

-- From Research to Practice

 

(c)     Border Program Develops Model for State 

Socorro Independent School District implements three-year demonstration
project 

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

-- Examples of lesson plans and projects from Socorro, TX

 

(d)     From Low-Tech to High-Tech: Promising Practices in Integrating
New Media into Adult Literacy and ESL

http://www.literacynewyork.org/publications/LNYPract_June04.pdf

-- Examples of Projects that Integrate Technology  

 

(e)     Teachers Writing about Their Experience with PBL

 

Project-Based Learning: Don't Dictate, Collaborate!

http://www-tcall.tamu.edu/newsletr/sum00/sum00a.htm

 

Lights, Camera, Active Learning! Enhancing ESL Instruction Through Video
Projects

http://www-tcall.tamu.edu/newsletr/june04/june04b.htm 

 

(f)      Less Teaching and More Learning: Turning from traditional
methods to project-based instruction, the author found that her students
learned more

-- Susan Gaer's article and the terrific website for both interactive
computer-based learning and student web projects

 

*         Article

http://www.ncsall.net/?id=385

 

*         Website for E-Mail Projects

http://www.otan.dni.us/webfarm/emailproject/email.htm

 

 

(g)     Problem-Based or Project-Based: Is there a big difference and
what's appropriate for my class? 

 

Project-Based and Problem-Based: The same or different?

http://pblmm.k12.ca.us/PBLGuide/PBL&PBL.htm

 

Problem-based Learning and Adult English Language Learners

http://www.cal.org/caela/esl_resources/briefs/Problem-based.pdf

 

(h)     Project-Based Learning

http://wiki.literacytent.org/index.php/Project_Based_Learning

-- A Compendium of Ideas and Reports on the Adult Literacy Education
Wiki

 

 

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From djrosen at comcast.net  Sun Sep  2 07:22:05 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sun, 02 Sep 2007 07:22:05 -0400
Subject: [SpecialTopics 558]  Summary of Recommended Topics for discussion
Message-ID: <46DA9CDD.5000504@comcast.net>

<>Colleagues,

Below is a summary of the recommendations from a recent discussion here 
about possible topics and guests. There are many good ideas, although 
some may be better suited for other National Institute for Literacy 
discussion lists such as assessment or family literacy.. Some are ideas 
that I am now considering for the coming year on the Special Topics 
discussion list. I am very grateful to those who made these recommendations.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

Summary of Recommended Special Topics Discussion Topics and Possible Guests

Immigration
? Local immigration policies and how they impact students and teachers 
of Adult Education
? The impact of the Bush administration?s Homeland Security plans to 
enforce current immigration laws and the development of a national plan 
for citizenship education. See http:// 
www.whitehouse.gov/news/releases/2007/08/20070810.html
? Incarcerated immigrants: how many participate in ABE classes, and the 
long-term results for those who participate and those who do not (This 
could include a discussion of why some do not participate and how 
available these classes are to incarcerated immigrants, especially 
illegal immigrants.)
? Qualitative studies of immigrants pursuing ABE and ESOL education; 
perspectives of students, teachers and administration
? Collaborative efforts between state and federal agencies and 
non-profits to expand the human rights of immigrants, women, and low 
income pursuing education and self-improvement
? Immigrant integration and the role that language and literacy 
development can play in that goal ? perhaps with a strong focus on what 
it takes to not only support immigrants making a new life in the US but 
how we as a society can do to support communities that have a hard time 
absorbing large numbers of newcomers ? and what we in adult education 
can do so we don?t pit the different kinds of needs of native born and 
foreign-born citizens/residents against each other.

Possible Guests
? Professionals in the field to discuss their perspectives of immigrants 
working towards assimilation, citizenship and language skills

Technology
? Technological literacy: who has it, who doesn?t, how we can improve it
? Gender differences in technological pedagogy (for example, is there a 
difference between the way males and females teach basic technical 
skills? Do men and women have different learning styles when it comes to 
technology? How does this affect students?)
? What is being done around the US to better use educational 
technologies to provide more and better learning opportunities for adults?

Possible Guests
? Teachers in the field of technological literacy
? People who are using technologies in creative ways.

Corrections Education/Ex offender re-entry
(7 people mentioned this topic)
? Helping ex-offenders transition to productive lives has tremendous 
implications for our society. We are starting a new program and could 
benefit from learning from others who are already running successful 
programs.
? Transition programs for ex-offenders who studied in jail/prison and 
need to connect to educational opportunities in the community. Too many 
ex-offenders leave prison and are faced with immediate housing and 
employment needs, and have no easy access to complete their studies. 
Access to educational services becomes a way to reduce recidivism.

? Specific Transitions Issues:

1. Locating the appropriate program(s) in the community

2. Communication between programs to "hand-off" the student -- flow of academic info

3. Coordinating the Program and instructional delivery

4. Sharing information -- Since correctional ed has accountabilities that they have to meet as do community adult ed programs, is there a way to provide feedback on offender success.  The classic example is that all too often, the learner is ready to take the GED Test, but (s)he is released before the test could be taken.  (Yes, there are even tales of

the offender being pulled out the middle of the GED testing situation to be released.)  I am sure there are stories of the adult learner in the community ready to take the test, but does something that gets them incarcerated, so the community program would like to have feedback too. 

While we do not like to admit it, the "road" to transition goes both

ways -- so what info does each program want if on the receiving end of

the new student?

Are there effective models currently working?

? Literacy Volunteers of Westchester County is currently working on a 
Corrections Education version for their bilingual low-literate EL/Civics 
curriculum (Civics for Immigrants: From Native Language to English 
Literacy) and it is interesting to see what changes need to be made in 
language, content, and tasks. I would be curious about how others see 
the differences, specifically with regard to civics topics and tasks.
? I deal with the education of inmates in our local jail - some of whom 
are awaiting transfer to the penitentiary. I am particularly interested 
in how other programs are funded, as ours is volunteer instruction and 
jail paid testing for the GED. Also, interested in approaches for 
special education for those whose services have not existed for many years.

Possible Guests
? Administrators in the criminal justice system and law officers who 
will openly discuss communication efforts and issues from their 
perspectives and interactions
? I have suggested two potential "panelists" to David who have recently 
completed doctoral dissertations that involved interviews with 
incarcerated individuals. While not focused specifically on literacy - 
their research does give voice to the views of students from whom we do 
not hear often if at all (i.e. actually incarcerated individuals). One 
paper focused on perceptions about corrections education, and the other 
about K-12 experiences of drop-outs who are now incarcerated -- each 
with a view to informing current educators about potential efforts to 
deter current students from such future ends.
? John Linton, former correctional educator and now Director of 
Correctional Education for the U.S. Department of Education
? Bill Muth, former Director of Education for the Federal Bureau of 
Prisons and currently a professor of correctional education at Virginia 
Commonwealth University
? Steve Steurer, former correctional educator and now Executive Director 
of the Correctional Education Association
? Carolyn Buser, former director of correctional education and current 
adult education specialist at the U.S. Department of Education who has a 
wealth of knowledge about how the adult education system and 
correctional education system works together.
? John Nally, director of CE in Indiana who is Chair of the Council of 
Directors of CE

Work-related Literacy/Basic Skills
? Work-related basic skills: What is now being done around the US and 
world (at national, state, and local levels) to help job seekers and 
incumbent develop the basic skills and other career tools (e.g., 
technical knowledge, credentials, connections, etc.) to move into and 
succeed in rewarding jobs? (Possible guests: In addition to US-based
people, we might invite representatives of New Zealand, the UK, and 
Canada to participate.)
? Looking at workforce education programs that are partnerships between 
businesses and local literacy organizations: the structure of the 
program, curriculum and assessments

Family-related Literacy/Basic Skills
? Family-related basic skills: What is now being done around the US and 
world (at national, state, and local levels) to help adults develop the 
basic skills and other life tools they need to help their families deal 
with educational, health, financial, housing, and other needs? (Possible 
guests: People who are thinking outside the box on what constitutes 
"family literacy.")

Civics-related Literacy/Basic Skills
? Civics-related basic skills: What is now being done around the US and 
world (at national, state, and local levels) to help adults develop the 
basic skills and other life tools they need to participate actively as 
community members and citizens? (Possible guests: People who are 
thinking outside the box on what constitutes civic literacy/citizenship 
education.)

Leadership
? What is being done to build leadership for adult education among 
stakeholder groups (e.g., employers; populations with low levels of 
reading skills, language fluency, and educational attainment; criminal 
justice agencies; etc.) who theoretically should have an interest in 
this field but who have largely been silent and invisible? (Possible 
guests: critical thinkers in this area. Maybe tie this in with the state 
policy topic below.)
? Adult learner leadership: What is being done to promote/develop the 
leadership capacities of adult learners? Why is it important to do so? 
What are ways of doing so? What are challenges and resources for doing 
so? (Possible guests: Representatives of national, state and local adult 
learner groups and the practitioners they work with.)

Policy
? State policy: What are states doing to build adult learning systems 
that prepare adults for work, family, and civic responsibilities? 
(Possible guests: Representatives of some states which have shown 
innovation and commitment regarding adult education policy.)

Advocacy and Public Awareness
? How to encourage adult learners to advocate for education for 
themselves and others including those for whom the GED is not a viable 
goal.
? What do the public, donors, and elected officials REALLY need to know 
about the impact of low-level literacy skills in our country so that 
professionals get the help that they need to meet service demands? What 
is essential information we should be collecting or calculating? We have 
to appeal to different audiences: What messages are attractive to the 
general public vs donors vs elected officials?
? How do we grab the attention of the general tax-paying population and 
major funding organizations to the critical need of literacy programs. I 
have seen the extensive research and results but not seen strategies to 
engage the general and specific populations.
? There was a big push in the wake of the 2000 National Literacy Summit, 
>From the Margins to the Mainstream, an Action Agenda for Literacy. Seven 
years later we are still very clearly at the margins. Was it the wrong 
agenda? In a nutshell, the agenda was three pronged.

Priority 1- Resources
Priority 2- Access
Priority 3- Quality

Could we use the discussion list to revisit and reformulate an Action 
Agenda? As a first thought, I would think that Priority 1 would be 
answering the following question: How do we make a compelling case to 
the general public, the media, the politicians, and policy makers that 
the achievement of universal adult literacy (in English) is central to 
the preservation of our nation?s founding principles as well as our 
social and economic well being?

Possible Guests
? People with influence who have the ability to be advocates? or people 
who are adversarial who also have influence. We could learn from those 
who are anti.

System Building
? In a time of limited resources, are adult educators retreating from 
building effective learning systems or are we finding new ways and 
resources to provide more and better quality services? (Possible guests: 
Critical thinkers in this area. Maybe tie this in with the state policy 
topic above.)
? What is the essence of the US ABE/ESOL system (what works and what 
doesn?t?) and how does it compare to systems in other countries?

For example, In the U.S. the adult education system is somewhat (ok a 
lot) separate from the job training and workforce development system 
making it difficult to implement integrated models that combine 
education and training. How are other countries managing to embed 
language and literacy development into services designed to help
adults get jobs with a future.

Another example, here in the U.S., family literacy focuses on teaching 
language and literacy skills in the context of life skills and helping 
parents understand the U.S. school system so they can help their 
children succeed. Other models (in the UK and some in Canada), help 
parents who?ve had few opportunities for schooling acquire the content 
knowledge their kids are learning (math, social science, geography, 
history) so that when there are questions the child has (about school, 
homework, tests), the parents can answer them with authority. I can see 
this system meshing nicely with what the GED is trying to do but if 
would be good to hear from experts in other countries about their 
insights into what has worked and what hasn?t.

Learning Disabilities (styles, disorders, differences)
? We know that students drop out of high school for a variety of 
reasons. How many drop out because they do not fit into the standard 
educational model? One respondent noted that many adult learners do not 
do well in traditional test-taking situations. Would they do better with 
alternative assessments? Should we educate them using the same model in 
which they were previously unsuccessful? How many are AD/HD? How many 
have what a psychologist my describe as a "Anti- Social Personality 
Disorder"? Should we continue to try to put them in a one-size-fits-all 
learning situation? Is it even practical, given the limited adult 
education resources, to try to assess differences beyond literacy levels?

Writing
? How to develop/encourage/support independent/critical readers and 
writers. At what point do/can adult learners "leave the nest" and 
challenge ideas on their own? Is that not the epitome of literacy?

Assessment
? Assessment as a way to capture what counts and giving learners the 
opportunity to demonstrate knowledge and skills in ways that reflect 
real life tasks. Have we all just gotten so beaten up by the required 
standardized testing that there is no room or desire to consider 
alternatives?

?Exploring both (1) assessments of the learner before and after 
instruction and (2) what
degree of English language functioning is sufficient for learners to 
continue developing language proficiency on their own. The federally 
funded ESL assistance provided through programs, like the Refugee 
Resettlement Program, expect the ESL activities it funds to focus on 
economic self-sufficiency and on the learner's ability to function in
the workplace. Those who contract with resettlement providers struggle 
with knowing (i) what expectations to have of ESL activities and (ii) 
what results are sufficient.

Other Topics

? How do we know that the learners we work with have reached the 
"critical/independent" stage of literacy where they can stand on their 
own and continue their learning? When should a program certify the 
learner - that is, does having "gone through" the program suffice for 
the learner to have reached the level of independence that enables 
him/her to be a continuing and active learner, or should more be 
required? How should teachers should be trained, how should curriculum 
be designed, how should programs be designed to support learners 
becoming critical and independent readers?

Other Possible Guests
? Local and national policy makers willing to discuss impact of literacy 
issues and plans for reform

In the future, emphasize:

? Discussion of student profiles and specific, personal, qualitative 
anecdotes about students, ESOL and ABE teachers
? More focus on specific students, classes, and student populations 
(such as immigrants, adults, K-3, 4-6, postsecondary, etc.) Look from 
the ground up and not the top down in order to really make sense of the 
issues related to literacy and THEN apply the information to the level 
used by policy makers and administrators
? More links to national and local studies with follow up discussions 
(but not too many studies at one time)
? Further explanation and exploration of related statistics and how 
these impact daily interactions between students and teachers in Adult 
Ed and K-12

? Simultaneous unification of the ABE and Literacy field. We all came 
together when ABE was on the verge of being cut. We need to be proactive 
(not that I have been) not reactive.

Other Comments

? Use live chatting instead of asynchronous text discussions
? Combine topics (e.g. corrections, data and advocacy ? including 
learners as advocates) using the Special Topics list for synergistic 
discussions
? Begin some discussions "ourselves" before inviting guests. It could be 
that with 'just us' questions will bubble up that we can then seek 
responses to/input from others with particular expertise?
? Slow down and really pace ourselves between conversations
? Why have we not compiled statistics in a way that serves all of our 
purposes? Most of the data on the NIFL web site is very dated. That?s sad.
? I don?t think we are very politically outspoken. Over the past seven 
years, the media has failed us and the many of us have opted to be 
CAREFUL about how we express our discontent. Support for people most in 
need has dwindled down to a pathetic state and, in general, the outrage 
is but a peep in the night. It?s disgusting. I don?t know that it serves 
us to bash The Administration?but let?s stop pretending that there 
wasn?t a genuine attempt to dismantle the ABE systems just a couple of 
years ago. The worst kind of politics is when one side doesn?t want to 
acknowledge blatant abuse of the public?because it makes their party 
look bad. I don?t really care for the left or the right. We need to do a 
better job of being on OUR OWN SIDE?the side of greater literacy for 
all. We need to take risks that might regenerate the movement. I?m 
under- impressed with discussion lists in general. They tend to be heavy 
on philosophy, intellect, and light on raw truth and gutsy calls to action.
-----

From mmaralit at nifl.gov  Thu Sep  6 08:34:52 2007
From: mmaralit at nifl.gov (Mary Jo Maralit)
Date: Thu,  6 Sep 2007 08:34:52 -0400 (EDT)
Subject: [SpecialTopics 559] September 28 Webcast: From Assessment to
	Practice: Research-Based Approaches to Teaching Reading to Adults
Message-ID: <20070906123452.2512911B49@mail.nifl.gov>

TOPIC: From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults

WHEN:  Friday, September 28, 2007

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

The National Institute for Literacy will host a webcast titled From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults on Friday, September 28, 2007. This webcast will present a practical and compelling rationale for the use of research-based principles for adult reading instruction. Dr. John Kruideiner, Dr. Rosalind Davidson, and Ms. Susan McShane will use two components of reading, word analysis and comprehension, as examples to illustrate research-based practices, focusing on specific assessment and instructional strategies derived from the research. Participants will learn about the direct link between research and evidence-based practice. The presenters also will explain how all four major components of reading provide a framework for assessing students' reading ability and how assessment results can lead to a program of instruction that improve students' reading.

For more information, please contact info at nifl.gov or call 202-233-2025 or visit us online at http://www.nifl.gov/nifl/webcasts/assesspractice/webcast0928.html.

Please note: This webcast will be archived on the Institute's website about two weeks after the event.

From djrosen at comcast.net  Thu Sep  6 23:29:37 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 06 Sep 2007 23:29:37 -0400
Subject: [SpecialTopics 560]  International Literacy Discussionb
Message-ID: <46E0C5A1.9090609@comcast.net>

Special Topics Colleagues,

I hope you will join us today through September 14th, 2007 for the 
discussion: What International Literacy Programs Offer Programs in the U.S.

We will talk with adult literacy educator experts (see below) who have 
experience with programs in the U.S. and in other countries. We will 
explore with them what they have learned in other countries that may be 
useful to programs in the U.S. As the theme of this year?s International 
Literacy Day, on September 8th, is health literacy, we will also explore 
the intersection in our guests' work of health and literacy.

Today I would like to open the discussion, and to ask you and other 
subscribers to pose your questions for our guests.
On September 10th we will feature Barbara Garner and Juliet Merrifield. 
On September 11th we will feature John Comings and Pamela Civins. On 
September 12th we will feature Brenda Bell and Ujwala Samant, and on 
September 13th we will feature Erik Jacobson.

I would like to begin the discussion with these questions for any of our 
guests

1. What can U.S. adult education programs learn from other countries?

2. What content areas are integrated into other countries? adult or 
nonformal education programs ? reading, writing, numeracy, science, 
social sciences. health, civics education, livelihoods development, 
entrepreneur skills, values, education, certification or credential 
preparation? Other content? What kinds of topics are discussed? What 
kinds of activities are incorporated?

3. How do the programs in the countries you are familiar with integrate 
"real life" learning opportunities for participants?

4. Can this be transferred from an international setting to the US? If 
so, how?

5. How are what participants learn transferred to family and community 
members?

Guest Biographies and Guests' Suggested Readings for this Discussion

Dr. Erik Jacobson
Erik Jacobson is an Assistant Professor at Montclair State University in 
New Jersey, where he works in the Early Childhood, Elementary and 
Literacy Education Department. One of his research interests is the 
goals that teachers and students set for themselves in Japanese adult 
basic education classes (literacy and Japanese as a Second Language). He 
has been looking at this topic for almost 10 years, and he recently 
returned from visiting programs in Osaka and Nara. Erik is also the 
co-area leader of the Adult Literacy Education Wiki section on World 
Literacy and Nonformal Education, and he maintains a page on world 
literacy news.

Suggested Web sites:

Sample Story
http://home.kyodo.co.jp/modules/fstStory/index.php?storyid=305624
Context for Japanese ABE
?Multicultural?
http://search.japantimes.co.jp/cgi-bin/fl20070327zg.html
Buraku Discrimination
http://blhrri.org/blhrri_e/blhrri/buraku.htm
Organization
Japan Society for the Study of Adult and Community Education
http://wwwsoc.nii.ac.jp/jssace/index-e.html

Dr. John Comings
John is a senior research associate and lecturer on education at 
Harvard's Graduate School of Education and was director of the National 
Center for the Study of Adult Learning and Literacy (NCSALL) from 1996 
to 2007. Before HGSE and NCSALL, He spent 12 years as vice president of 
World Education in Boston. He has worked in Asia, Africa, and the 
Caribbean, and he lived for 6 years in Nepal and 2 years in Indonesia. 
In his international work, he has helped design, implement and evaluate 
adult literacy programs and skill training programs.

Suggested Reading: 
http://www.worlded.org/docs/Publications/teaching_adults_to_read.pdf

Dr. Ujwala Samant
Ujwala Samant is director of Learning for Life UK, a small NGo working 
in India, Pakistan, Afghanistan and the UK. Under her leadership, LfL 
has stabilized financially and added new, larger projects and more than 
tripled their annual income. She was a senior researcher at the National 
Center for the Study of Adult Learning and Literacy at Rutgers 
University, USA. Her research foci include gender, immigrant education, 
ESOL, learner engagement and voice. She has taught at the International 
Literacy Institute at the University of Pennsylvania, and been a 
consultant in the field of development, education and gender. Her 
doctoral research examined the links between literacy and social change 
amongst women in Mumbai slums. She received The UK Asian Woman of 
Achievement 2007 award for Social and Humanitarian work

Barbara Garner
Known on NIFL?s discussion lists as the editor of ?Focus on Basics?, 
Barbara Garner led the development of non-profit World Education?s adult 
literacy efforts in Africa from 1998 through 2004, providing technical 
assistance around teacher training and curriculum development as well as 
leadership and program design. Her work took her to Guinea, Mali, Benin, 
and more recently Egypt, where she consulted on their national adult 
literacy assessment system. Earlier in her career she worked on 
nonformal education programs and refugee education programs in 
Indonesia, Thailand, and Nepal.
Suggested Reading: to get a feel for adult literacy in West Africa read 
"Creating Curricula for Challenging Circumstances" from Focus on Basics 
http://www.ncsall.net/index.php?id=199

Pamela Civins
Pamela Civins has worked in the field of nonprofit management, formal 
and nonformal education for over 15 years internationally and in Boston, 
Massachusetts. Currently, she is the Executive Director of Boston 
Partners in Education, an organization that enhances the academic 
achievement and nurtures the personal growth of Boston's public school 
students by providing them with focused, individualized in-school 
volunteer support. Pamela has been working exclusively in the US for the 
past three years. Prior to her work being focused on K-12 urban 
education, she provided coordination and managerial oversight of 
nonformal education and literacy programs for girls and women in Nepal, 
India and Pakistan. For eight years, she worked with the nonprofit, 
World Education, Inc., both in the US and abroad. She coordinated a 
women's literacy program and was based in Kathmandu, Nepal for two yeas. 
Pamela worked extensively in India supporting a collaboration with World 
Education and the Indian-based nongovernmental organization, PRIA, on a 
the Women's Empowerment Through Literacy and Livelihoods Development 
Project, an integrated literacy and livelihoods development program that 
took place in the Indian states of Madhya Pradesh and Andhra Pradesh. 
She also provided support to a women's literacy program in Pakistan. 
Pamela received her BA from the University of Colorado, a MIIM (Masters 
in Intercultural & International Management) from the School for 
International Training, and an M.Ed. with a focus on International 
Education Policy from Harvard University.

Recommended readings.
http://www.worlded.org/docs/Publications/teaching_adults_to_read.pdf
http://www.iiz-dvv.de/englisch/Publikationen/Weltbank/inhalt.htm
http://unesdoc.unesco.org/images/0012/001200/120067Eo.pdf
http://www.globalhealth.org/publications/contents.php3?id=2&issue=116 
<http://www.globalhealth.org/publications/contents.php3?id=2&issue=116>

Brenda Bell
Brenda Bell, for many years Associate Director of the Center for 
Literacy Studies, University of Tennessee and Coordinator of the EFF 
National Center, is currently an education advisor with the Global 
Learning Group of the Education Development Center (EDC). In 2004 and 
2005, she provided support to EDC?s Afghanistan Literacy and Community 
Empowerment Project which links literacy with governance and economic 
development activities in 200 rural villages. For the past year, she has 
been technical advisor to EQuALLS, an education quality and livelihood 
skills program in over 900 barangays in the western Mindanao area of the 
Philippines. Additionally, Brenda assists with program assessment, 
design and development activities in other countries. With many years of 
experience in nonformal and adult education in the U.S., Brenda (a 
former Peace Corps volunteer) is enjoying the opportunities and 
challenges of working outside of the U.S. She lives in Maryville, TN.

Suggested Reading:

Developing Adult Literacy: Approaches to planning, implementing and 
delivering literacy initiatives by Juliet Merrifield Juliet McCaffrey 
Juliet Millican Oxfam, September 30, 2007 This book is available online 
to download at no charge and will be available to purchase from 
September 30th. For more information, go to 
http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164

Juliet Merrifield
Juliet Merrifield is Principal of the Friends Centre, an independent 
adult education centre in Brighton, England. She has worked as an adult 
educator and researcher for the last 25 years, in the USA, England and 
Ireland. She was Director of the Learning from Experience Trust in 
London, and of the Center for Literacy Studies at the University of 
Tennessee, USA.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net <mailto:djrosen at comcast.net>

From tsticht at znet.com  Thu Sep  6 21:50:29 2007
From: tsticht at znet.com (tsticht at znet.com)
Date: Thu, 06 Sep 2007 18:50:29 -0700
Subject: [SpecialTopics 561]  International Literacy Day and Health
Message-ID: <1189129829.46e0ae65b38ab@webmail.znet.net>

September 6, 2007

International Literacy Day and Health

Tom Sticht
International Consultant in Adult Education

The theme for International Literacy Day September 8, 2007 is literacy and
health.  This is a theme that brings together two great scourges of the
world today: illiteracy and ill health. But these are not new threats, nor
is this the first time that illiteracy and ill health have been paired.

Too often it is thought that literacy is something that one must first get
before it can be applied to solving important problems like ill health. But
that is a myth. The fact is that one can be developing literacy while also
working towards better health. One can learn literacy and health
information at the same time.

Teaching Literacy in Health Contexts in Kentucky

Teaching literacy and health together was clearly illustrated in the early
part of the 20th century by Cora Wilson Stewart. She founded the Moonlight
Schools of Kentucky  to bring literacy to the illiterate country folk of
Rowan County. In her Country Life Readers, First Book, Stewart (1915)
taught reading using what today we would call a "whole language" approach
integrated into a variety of functional contexts for the hill and hollow
people of her county. One such functional context was health. In one
lesson, she taught basic sight word reading using a lesson about the health
problems caused by flies. The reading for the lesson went as follows:

"Here you are, Mister Fly.
I know where you have been.
You have been in all kinds of places.
You have been to the pig pen and to the cattle pen.
You have been to the  slops from the sick man.
You have been feeding on a dead dog.
Now you have come to bring the filth from all of these things to my table.

I know what you will do with all this filth.
You  will drop it into my soup.
You will put it in the baby's milk.
You will put it on my bread.
You will put it on my butter.
You will drop it on the meat that I have cooked for dinner.
If I let you live you will spoil our food.
And if we eat it,  we may all be sick.
What shall I do?
I will kill you, Mister Fly."

Teaching Literacy in Health Contexts in India

One of the greatest literacy educators of all times was Frank Laubach.
Unlike Stewart, Laubach was a very strong proponent of phonics. However,
like Stewart,  Laubach engaged in teaching literacy in functional contexts,
including the integrated teaching of reading and health information. Like
Stewart's focus on diseases spread by flies, in one of his lessons for
adults in India, Laubach dealt with diseases spread by mosquitoes
(Laubach,& Laubach, 1960, p. 257). He called this Fiction with a Lesson.
The reading accompanying the reading lesson read as follows:

"Stop Mosquitoes!

Mosquitoes carry malaria. Malaria makes many people very sick.
Malaria may make you sick. It may make your child very sick.

The best way to stop malaria is to kill the mosquitoes.

Mosquitoes grow in still water. In the little streams and
in the lakes the mosquitoes make their home. They like to live in
the swamps too. They grow in wells that have no covers on them
.

Here are four ways that you can kill mosquitoes:

1. Drain the swamps
.
2. If you can't drain swamps, pour oil on them
.
3. Cover the wells
.
4. Get fish for your lake
.

If you do these four things, soon the mosquitoes will die.
You will not get sick with malaria. You will have good health.
You will find that the work in killing mosquitoes will be worth the trouble.
"
[note: this is an abridged version of the reading passage for this lesson.]

Teaching Literacy in Health Contexts in World War II

During World War II, Paul Witty, a professor of reading instruction, was
called upon to develop literacy programs for tunctionally illiterate
soldiers. Using a whole word or whole language approach, Witty developed a
number of innovations for teaching adult literacy, including the first
comic strip for adults learning to read. In a special newspaper for
soldiers learning to read, the September 1945 issue included a comic strip
entitled

Pvt. Pete Keeps Healthy.

In this strip, the fictional soldier Private Pete and his sidekick, Daffy,
discuss what to do after a long march:

Daffy says: I'm glad that march is over, Pete.
Pete: So am I. But if we keep fit, marches won't be hard for us.
The first thing is to look for blisters.

Another soldier says: That's right, Smith. Blisters can cripple any soldier
unless he takes care of them.  Every man is taught how to care for his
feet
That's part of first aid.

After Daffy and Pete take off their clothes to take a shower, Daffy says:
When do we use this foot powder, Pete?

Pete says: We should use it after the shower, Daffy. It will keep us from
getting athlete's foot. 

Waking up the next morning, Daffy says: Pete, I think I could lick the world
this morning.

Pete replies: It is all a matter of keeping fit. I feel the same way.

This International Literacy Day, with its theme of literacy and health,
adult literacy teachers are urged not to wait until adults have reached
some arbitrary level of literacy before teaching them important health
information. Instead, teach adults to read and write while they are also
learning about health. This way, more adults can stop diseases spread by
flies and mosquitoes, they can understand how to keep themselves and their
families healthy, and both parents and children can wake up like Daffy and
say, "I think I could lick the world this morning!" As Private Pete says,
"Its all a matter of keeping fit!"

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 ejonline at comcast.net  Fri Sep  7 17:18:10 2007
From: ejonline at comcast.net (ejonline at comcast.net)
Date: Fri, 07 Sep 2007 21:18:10 +0000
Subject: [SpecialTopics 562] Re: International Literacy Discussion
Message-ID: <090720072118.12235.46E1C012000A8DF300002FCB22007358340A0207040201060A@comcast.net>

Hi. Well, the five questions presented as discussion starters are all important, and rather large. I'll jump in on #1  (What can U.S. adult education programs learn from other countries?) and #2 (What content areas are integrated into other countries???)

#1: One thing that grounds my own interest in adult basic education in Japan is that at a personal level looking at non-US contexts helps me to re-examine some of the ways that we conceptualize adult basic education here.  For example, what I have found in Japan is that many (but not all) teachers and students in adult literacy and JSL (Japanese as a Second Language) classes really prioritize the relationship that develops between teachers and students.  I need to stress that they do not do so only as a means of helping students achieve the goals they set for themselves (i.e,. by creating a good learning environment.), but as an end in itself.  

Prioritizing the student-teacher relationship brings with it a host of implications for goal setting, assessment, lesson planning, teacher training, etc.  My work in Japan has made me wonder about our basic units for goal setting and assessment. That is, in classroom-based settings we tend to set goals and assess the progress of individual students and/or individual teachers. I would be interested to hear about models where there are goals set for students and teachers together that do not focus on making progress through a curriculum. For those of you working in tutoring settings, what kinds of goals do you set for yourself as part of a relationship?  Are there models for classroom settings? 

#2: One setting for ABE in Japan is night time junior high schools. Technically these schools are for adults who did not complete junior high school (which is the compulsory level).  They are expected to complete the junior high school curriculum, which includes lanuage arts, history, science, and math.  It also includes music and art. In the past it has included physical education. 

In general, I have seen more involvement with the arts as part of everyday classroom practice.  This is consonant with a tradition of lifelong learning that is art focused (think of calligraphy or ikebana study) and it also offers opportunities project-based and multi-modal learning in the classroom.  Most classes I have seen have dealt with art or culture (and not in a holiday or food kind of way) at some point. 

Erik Jacobson

From djrosen at comcast.net  Sun Sep  9 07:24:55 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sun, 9 Sep 2007 07:24:55 -0400
Subject: [SpecialTopics 563] International literacy celebration -- please
	post your questions for our guests
Message-ID: <AD070AF4-1EBE-4BF2-B053-20498C1D9956@comcast.net>

Special Topics  Colleagues,

The UN General Assembly proclaimed the ten year period beginning  
January 1 2003 the UN Literacy Decade. We are now approaching the  
halfway point of that decade.

In his speech celebrating International Literacy Day on Saturday,  
September 8th, the Director General of UNESCO, Koichiro Matsuura,  
said that "Literacy strengthens the capabilities of people to take  
advantage of healthcare and educational opportunities." He added that  
"Educated parents, especially mothers, whether through formal  
schooling or adult programs, are more likely to send their children  
to school and have a better understanding of their healthcare needs".  
Many countries have made progress through adult literacy and non- 
formal education programs, Matsuura indicated, but he added that  
major challenges remain. He said that about 774 million adults, two- 
thirds of whom are women, live without basic literacy skills and  
added that over 72 million children do not go to school and "many  
more attend irregularly".

This year, UNESCO's official celebration of International Literacy  
Day will be held at the African Regional Conference in Support of  
Global Literacy from September 10-12 in Mali. The African Regional  
Conference is one of six regional and sub-regional conferences  
organized by UNESCO to support global literacy within the framework  
of Education for All (EFA), the United Nations Literacy Decade  
(UNLD), and UNESCO's Literacy Initiative for Empowerment (LIFE).

During this celebration week, on the Special Topics discussion list  
we are exploring what adult literacy education programs in the U.S.  
can learn from programs in other countries. Our guests, all  
experienced with both U.S. and international adult literacy, await  
your questions.

I have invited our guests to address these questions:

1. What can U.S. adult education programs learn from other countries?

2. What content areas are integrated into other countries? adult or
nonformal education programs ? reading, writing, numeracy, science,
social sciences. health, civics education, livelihoods development,
entrepreneur skills, values, education, certification or credential
preparation? Other content? What kinds of topics are discussed? What
kinds of activities are incorporated?

3. How do the programs in the countries you are familiar with integrate
"real life" learning opportunities for participants?

4. Can this be transferred from an international setting to the US? If
so, how?

5. How are what participants learn transferred to family and community
members?

Please post your questions for our guests.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From cherylthornett at hotmail.com  Sun Sep  9 08:52:17 2007
From: cherylthornett at hotmail.com (Cheryl Thornett)
Date: Sun, 9 Sep 2007 13:52:17 +0100
Subject: [SpecialTopics 564]  Questions for guests
Message-ID: <BAY124-DAV6D074895BDD297500BFB3CCC70@phx.gbl>

I am an ESOL tutor--in fact, a classroom teacher--in Adult Education in 
Birmingham UK. The majority of my students have settled in the UK on 
marriage.
I would particularly like to hear what the guests have to say about :
Question 3: How do the programs in the countries you are familiar with 
integrate "real life" learning opportunities for participants?
Our national curriculum for adults is supposed to do so, but I haven't found 
it very effective in this. Just putting pictures of people at work to 
illustrate limited language practice doesn't even attract students' 
interest.

and

Question 5: How are what participants learn transferred to family and 
community
members?
Many of our students are brought to sign up for classes by family members 
who were once our students. What a recommendation! Many give 'help my 
[often future] children at school as an important reason for learning or 
improving English skills.

Can I add another issue, please?
Politicians and journalists in the UK like to demand that people must learn 
English in order to qualify for various benefits normally available to 
people born in the UK, such as unemployment benefits. At the same time, 
access to ESOL courses is made more and more difficult, both in terms of the 
cost of learning and in the total number of course places available.

If people are to be required to learn  the language of a country, should 
classes be made available free of charge? Should free provision be 
means-tested? Should employers of migrant labour be required to pay for or 
subsidise language lessons for their employees? Should different regulations 
apply to different categories, such as migrant labourers, spouses of 
residents or citizens, and asylum-seekers and refugees?

Cheryl Thornett
ESOL tutor
Birmingham UK Adult Education 

From b.garner4 at verizon.net  Sun Sep  9 13:31:55 2007
From: b.garner4 at verizon.net (Barbara Garner)
Date: Sun, 09 Sep 2007 12:31:55 -0500 (CDT)
Subject: [SpecialTopics 565]  International Literacy
Message-ID: <7576409.13520431189359115266.JavaMail.root@vms076.mailsrvcs.net>

Hi,

I'm one of the "featured guests" for Monday, and I'm honored to be  
here. David has asked us to describe at least one context in which  
we've worked, so here goes:

I worked with staff in Mali for World Education, an international non- 
governmental organization (NGO) based in Boston. Mali, which is a  
large, landlocked country in West Africa, has a high illiteracy rate.  
It does have a national adult literacy curriculum and program, but  
lack of funds prevents the national program from offering much in the  
way of classes, particularly for remote rural adults. The government  
is happy to have other organizations run literacy programs and places  
no restrictions on these programs.

Challenges in providing adult literacy in rural Mali include finding  
teachers, space and lighting, and materials. Printing and paper are  
very expensive in West Africa; rural villages have little text  
besides children's school books and government documents. Language  
choice is an issue as well: local languages such as Bambara, Senafo,  
and Tamashek are spoken but French is the language of the government  
and, until recently, the language of the formal school system.

World Education had worked with Malian NGOs to help communities start  
education committees responsible for improving the quality of their  
elementary schools, often even building the schools themselves with  
volunteer labor. These committees found their work limited by their  
own lack of literacy, so they requested support in the form of adult  
literacy classes. The program was designed to be managed by the  
community education committees, which find teachers teach, organize  
space for classes, help learners and teachers decide when classes  
will be held, etc. So at the community level each program looks a  
little different. For example, some communities prioritize the  
enrollment of younger adults who commit to teaching others in more  
distant hamlets after they've been taught. Other communities  
prioritize enrolling their education committee members first.

World Education and its local NGO partners trained the communities in  
how to run the programs, provided teacher training and support, and  
provided the curriculum and materials.

The basic curriculum uses a modified problem posing methodology, with  
each lesson starting with a discussion of a picture that illustrates  
a problem in the community such as lack of clean water, conflict  
between farmers and herders, malaria, HIV/AIDs, poor quality schools.  
A word that relates to the topic of the lesson becomes the basis for  
literacy instruction, with practice in new letters, combining  
letters, writing letters and words. Math is taught as well. That  
course takes about 120 hours of instruction.

The next course introduces all sorts of text related to the running  
of the education committees: management forms, school quality issues.  
All the materials for the second course were written by the literacy  
teachers, who all serve on education committees in their communities  
and had many problem posing stories to share.

Barb Garner
Massachusetts

From comingjo at gse.harvard.edu  Sun Sep  9 13:33:23 2007
From: comingjo at gse.harvard.edu (John Comings)
Date: Sun, 09 Sep 2007 13:33:23 -0400
Subject: [SpecialTopics 566] Re: Questions for guests
In-Reply-To: <BAY124-DAV6D074895BDD297500BFB3CCC70@phx.gbl>
References: <BAY124-DAV6D074895BDD297500BFB3CCC70@phx.gbl>
Message-ID: <66A83986E1CE76599843FA46@[0.1.0.6]>

In response to:

> Question 3: How do the programs in the countries you are familiar with
> integrate "real life" learning opportunities for participants?
> Our national curriculum for adults is supposed to do so, but I haven't
> found  it very effective in this. Just putting pictures of people at work
> to  illustrate limited language practice doesn't even attract students'
> interest.

Since the 1950s, student needs -- such as earning a living, raising 
children, or participating in community development --  have been used as 
the content of literacy materials. This approach was promoted by UNESCO as 
functional literacy. UNESCO's own evaluation of its functional literacy 
programs showed they were not very effective. The problem wasn't the 
functional content but poor materials design. As you said, pictures of 
people at work are not particularly interesting.

In Brazil, Paulo Freire used what he called generative themes, the issues 
of critical importance to students, as the focus of his materials. These 
materials also had work related pictures, but Freire employed a group 
discussion, a culture circle, that helped the picture come alive as a topic 
of interest, and often strong emotions. Then, the word the picture 
represented was learned as a sight word, which was then broken down into 
it's component syllables and letters, and those letters and syllables were 
used to learn to read new words. For example, in his first literacy program 
he used a picture of a brick, but the discussion focused on who makes 
bricks and who lives in brick houses, why are these two different classes 
of people, and is there anything we could do about this. The UNESCO 
materials were more likely to teach the student how to make a brick, which 
would be interesting to a few students but not most. So a workplace program 
in a brick factory might be a good use of functional literacy, but Freire's 
approach might be better for poor, disadvantaged people, whether they were 
involved in making bricks or not.

In Nepal and Indonesia, these generative themes and functional content were 
turned into stories. As students learn to read, these stories became the 
application of their reading. The stories are often open-ended critical 
incidents that require students to discuss the many ways that the story 
could end. We all learned to read through stories, both because they were 
entertaining but also because they often made us think in new ways.

John Comings, Director
National Center for the Study of Adult Learning and Literacy
Harvard Graduate School of Education
7 Appian Way
Cambridge MA 02138
(617) 496-0516, voice
(617) 495-4811, fax
(617) 335-9839, mobile
john_comings at harvard.edu
http://ncsall.gse.harvard.edu

From cherylthornett at hotmail.com  Sun Sep  9 16:46:36 2007
From: cherylthornett at hotmail.com (Cheryl Thornett)
Date: Sun, 9 Sep 2007 21:46:36 +0100
Subject: [SpecialTopics 567] Re: Questions for guests
References: <BAY124-DAV6D074895BDD297500BFB3CCC70@phx.gbl>
	<66A83986E1CE76599843FA46@[0.1.0.6]>
Message-ID: <BAY124-DAV1105935487785F0E231925CCC70@phx.gbl>

Some very good points. Thank you.
Cheryl Thornett
ESOL tutor
Birmingham UK Adult Education

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

The problem wasn't the
> functional content but poor materials design. As you said, pictures of
> people at work are not particularly interesting.
>
> In Brazil, Paulo Freire used what he called generative themes, the issues
> of critical importance to students, as the focus of his materials. These
> materials also had work related pictures, but Freire employed a group
> discussion, a culture circle, that helped the picture come alive as a 
> topic
> of interest, and often strong emotions.
So a workplace program
> in a brick factory might be a good use of functional literacy, but 
> Freire's
> approach might be better for poor, disadvantaged people, whether they were
> involved in making bricks or not.
>
> In Nepal and Indonesia, these generative themes and functional content 
> were
> turned into stories. As students learn to read, these stories became the
> application of their reading. The stories are often open-ended critical
> incidents that require students to discuss the many ways that the story
> could end. We all learned to read through stories, both because they were
> entertaining but also because they often made us think in new ways.
>
>
> John Comings, Director
> National Center for the Study of Adult Learning and Literacy
> Harvard Graduate School of Education
> 7 Appian Way
> Cambridge MA 02138
> (617) 496-0516, voice
> (617) 495-4811, fax
> (617) 335-9839, mobile
> john_comings at harvard.edu
> http://ncsall.gse.harvard.edu
>

From b.garner4 at verizon.net  Sun Sep  9 17:38:43 2007
From: b.garner4 at verizon.net (Barbara Garner)
Date: Sun, 09 Sep 2007 16:38:43 -0500 (CDT)
Subject: [SpecialTopics 568] Re: Questions for guests
Message-ID: <299371.12386531189373924109.JavaMail.root@vms063.mailsrvcs.net>

Cheryl, could you say a bit more about what you mean by "real life"? 

In the US, some teachers bring in materials from outside the classroom (see for example, http://www.ncsall.net/index.php?id=192, "Collaborating with Students to Build Curriculum that Incorporates Real Life Materials").

In Mali, Guinea, and Egypt, illustrations such as those described by John Comings in his post, that are used to start literacy lessons, are drawn from situations described in focus groups as being real life problems. The trick with those, I've found time and again, is creating intriguing illustrations that show a problem and not a solution. 

Barb Garner

=====================
From: John Comings <comingjo at gse.harvard.edu>
Date: 2007/09/09 Sun PM 12:33:23 CDT
To: specialtopics at nifl.gov
Subject: [SpecialTopics 566] Re: Questions for guests

In response to:

> Question 3: How do the programs in the countries you are familiar with
> integrate "real life" learning opportunities for participants?
> Our national curriculum for adults is supposed to do so, but I haven't
> found  it very effective in this. Just putting pictures of people at work
> to  illustrate limited language practice doesn't even attract students'
> interest.

Since the 1950s, student needs -- such as earning a living, raising 
children, or participating in community development --  have been used as 
the content of literacy materials. This approach was promoted by UNESCO as 
functional literacy. UNESCO's own evaluation of its functional literacy 
programs showed they were not very effective. The problem wasn't the 
functional content but poor materials design. As you said, pictures of 
people at work are not particularly interesting.

In Brazil, Paulo Freire used what he called generative themes, the issues 
of critical importance to students, as the focus of his materials. These 
materials also had work related pictures, but Freire employed a group 
discussion, a culture circle, that helped the picture come alive as a topic 
of interest, and often strong emotions. Then, the word the picture 
represented was learned as a sight word, which was then broken down into 
it's component syllables and letters, and those letters and syllables were 
used to learn to read new words. For example, in his first literacy program 
he used a picture of a brick, but the discussion focused on who makes 
bricks and who lives in brick houses, why are these two different classes 
of people, and is there anything we could do about this. The UNESCO 
materials were more likely to teach the student how to make a brick, which 
would be interesting to a few students but not most. So a workplace program 
in a brick factory might be a good use of functional literacy, but Freire's 
approach might be better for poor, disadvantaged people, whether they were 
involved in making bricks or not.

In Nepal and Indonesia, these generative themes and functional content were 
turned into stories. As students learn to read, these stories became the 
application of their reading. The stories are often open-ended critical 
incidents that require students to discuss the many ways that the story 
could end. We all learned to read through stories, both because they were 
entertaining but also because they often made us think in new ways.

John Comings, Director
National Center for the Study of Adult Learning and Literacy
Harvard Graduate School of Education
7 Appian Way
Cambridge MA 02138
(617) 496-0516, voice
(617) 495-4811, fax
(617) 335-9839, mobile
john_comings at harvard.edu
http://ncsall.gse.harvard.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to b.garner4 at verizon.net

From j.merrifield at zen.co.uk  Mon Sep 10 02:55:53 2007
From: j.merrifield at zen.co.uk (Juliet Merrifield)
Date: Mon, 10 Sep 2007 07:55:53 +0100
Subject: [SpecialTopics 569]  Learning from the UK
Message-ID: <000201c7f377$a16cfa40$3800a8c0@Megan>

Greetings to all.  David has asked me to contribute to the discussion on
what the US can learn from international experience.  Having spent the
last 11 years back in my native England, after 20 years living and
working in the USA, I have an ambivalent answer to that question.  I
have often been inspired by the experience of people working on adult
literacy in other countries, admiring of what they have been able to
achieve, envious sometimes of the opportunities that their different
environments present.  But at the same time I recognise that applying
those ideas in our home countries is never straightforward.  And I think
that application gets harder and harder the further up the practice and
policy structure one gets from the direct teaching-learning
relationship.  The reason of course is the different political systems
and structures, the different cultures and histories, the different
sense of what is possible (let alone desirable).
 
I'll give an example just from within the UK.  England and Scotland are
both part of the UK, share 300 years of common history and an
overarching political union.  However, Scotland has always had a very
different educational system from that of England, and when devolution
brought more powers to the Scottish parliament and executive it was not,
perhaps, surprising that they went their own way in terms of the adult
literacy policy and development.  
*                     England has a highly centralised and extensively
developed Skills for Life initiative, in which there are tightly defined
standards for curriculum, qualifications, teaching, quality systems,
accountability systems - just about every aspect of the entire literacy
infrastructure has been defined and is monitored for consistency, and
innovation is often seen as deviation rather than creativity.
*                     Scotland has taken a capacity-building approach in
which the 'curriculum' is a set of guidelines about the process of
teaching and learning, innovations are encouraged and sought out,
accountability is frankly a bit minimal and consistency doesn't seem to
be a priority.
 
The Scottish approach is a creature of a particular history and moment
in time, just as the English one is, and both will change.  What lessons
could the US, with its entirely different history, cultures and
political structures take away from either?  I'll pick out two possible
candidates:
*                     The first is the power that a fully thought-out,
comprehensive and well-funded system like Skills for Life has in
bringing about change in practice.  There have truly been enormous
changes in the look and feel of adult literacy programmes in England
over the last 6 years.  Within the adult education centre where I work,
we have seen a transformation- in terms of who the learners are (many
more higher level learners who need skills or a qualification to go on
to further training), how they are taught, what materials are used, how
tutors are trained and qualified, how they record their teaching plans
and learner progress.
*                     The second is the power of a 'system that learns'
approach in unleashing creativity and passion and energy, as in
Scotland.  There are some very exciting ways of working, responding to
particular learner groups and interests, creating new materials and
teaching approaches.
 
Working within the constraints of the Skills for Life initiative makes
me envious of the passion and creativity the Scottish system allows and
encourages.  But I also recognise the value of the consistency and
quality that the English system brings, because everything has been
defined and is monitored.  Perhaps the next step for some country
somewhere is to find the synthesis of these two, creativity and
consistency of quality?
 
Juliet
 
Juliet Merrifield
 
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From cherylthornett at hotmail.com  Mon Sep 10 03:27:44 2007
From: cherylthornett at hotmail.com (Cheryl Thornett)
Date: Mon, 10 Sep 2007 08:27:44 +0100
Subject: [SpecialTopics 570] Re: Questions for guests
References: <299371.12386531189373924109.JavaMail.root@vms063.mailsrvcs.net>
Message-ID: <BAY124-DAV1409E10E7070C0EB40E8C8CCC00@phx.gbl>

The definition of 'real life' is part of the problem, isn't it, Barbara? 
Whose life?

Your point about intriguing pictures is a very good one. I would add a need 
for intriguing stories and interesting voices for language learners.

Our ESOL curriculum was an afterthought and was made to follow the Literacy 
curriculum, so certain misfits were built in, but the approach is broadly 
communicative. The curriculum materials are aimed at adults, not at affluent 
European or westernised young people, and the illustrations do reflect 
something of the racial and cultural mix. That said, my colleagues who teach 
beginners, especially those with little or no L1 literacy, don't get much 
support from the curriculum materials, especially for writing. They use lots 
of props and realia to do so. (I know, many teachers work without any 
provided materials at all.)

On the whole, one of the biggest problems is a rather patronising tone. I 
have in front of me a page which includes as a speaking activity 'What's 
education for?' with choices: 'to learn how to be independent' , 'to get a 
job', 'to have a good time', 'to be a good person', 'to make lots of money' 
and 'to learn about the world'. The approved answer, going by the rest of 
the unit, appears to be 'to get a job, any job'. The following materials are 
simply too limited and too boring to be effective. We should no longer 
assume that people from countries like India and Pakistan are lacking in IT 
skills, for example. There is also very little to support women from 
traditional societies in presenting their domestic experience and skills as 
study or employment  skills.

The other big problem is not enough work on vocabulary and structure so that 
students can communicate effectively. This is as much 'real life' as a 
picture of a woman in a hijab. Of course, only the teacher can tailor the 
materials and supplement them, but the result is working many unpaid hours 
(we are paid sessionally) and often being out of pocket. My institution 
cannot, as a rule, offer enough class hours for extensive communication 
activities to be truly effective, especially for writing. For some students 
'real life' doesn't include much writing beyond filling in forms but others 
wish and need to write as the educated people they are.

I was very pleased, in an examination discussion, to hear some of my 
students talk about ways they can improve their English in their daily lives 
at home looking after small children and elders--choosing English television 
and radio rather than first-language programming, for example.

I'm eagerly awaiting more ideas and examples.

Cheryl Thornett
ESOL tutor
Birmingham UK Adult Education

From j.merrifield at zen.co.uk  Mon Sep 10 03:38:32 2007
From: j.merrifield at zen.co.uk (Juliet Merrifield)
Date: Mon, 10 Sep 2007 08:38:32 +0100
Subject: [SpecialTopics 571] Re: Questions for guests
In-Reply-To: <BAY124-DAV6D074895BDD297500BFB3CCC70@phx.gbl>
Message-ID: <000701c7f37d$9b15d7b0$3800a8c0@Megan>

Cheryl
I'm incensed about our government's decision to charge for ESOL classes
at the same time as it places more emphasis on mastering English to
demonstrate commitment and loyalty.  I think it was poorly thought
through (and I have just invited our local Learning and Skills Council
senior staff to come and sit with our staff while they try to explain to
people with little English what documents they have to bring to show
they qualify for fee remission).  So your last question is an easy one.

Q 3 I think illustrates the shortcomings of the tightly defined and
centralised approach of Skills for Life in England.  I could point you
to some examples of programmes that incorporate not just 'real
materials' in the classroom but make a whole range of connections
between the lives of learners in their communities and families and the
learning in the classroom.  I'll add a few refs at the bottom.  But the
question is, how hard is it for you or any other ESOL tutor within
Skills for Life to use such an approach?  Given the requirements to map
lesson plans to the national curriculum, develop individual learning
plans for each student, prepare people for tests and exams, be ready for
the inspectors ... and so on.  I'm sure it can be done and that there
are ESOL and ALN tutors who are doing it, but it isn't easy.

Juliet

Some places to look for teaching and learning connected with learners'
lives:

-- ActionAid's Reflect programme in many countries uses literacy and
language fully embedded in social action -- to the point where it isn't
always clear how much literacy and language is being learned by
participants.  See http://www.actionaid.org.uk/323/reflect.html
-- In New Zealand there is a resource for tutors on integrating language
and literacy in workplace settings --
http://elearning.workbase.org.nz/file.php/18/Production/index.html
-- UNESCO published a report in 2006 called Synergies between Formal and
Non-Formal Education and it has lots of interesting case studies from
many parts of the world that include a number of literacy and language
programmes embedded in community and other groups -- see
http://portal.unesco.org/education/en/ev.php-URL_ID=48916&URL_DO=DO_TOPI
C&URL_SECTION=201.html
-- you might like to look at Chapter 5 of our book on Literacy as Tasks
(functional literacy), Chapter 6 on Literacy as Social Practice (with
examples from many of the 'real materials' projects) and Chapter 7 on
Literacy as Critical Reflection (Freire, Reflect etc).  It's on
http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164

Juliet Merrifield

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Cheryl Thornett
Sent: 09 September 2007 13:52
To: specialtopics at nifl.gov
Subject: [SpecialTopics 564] Questions for guests

I am an ESOL tutor--in fact, a classroom teacher--in Adult Education in 
Birmingham UK. The majority of my students have settled in the UK on 
marriage.
I would particularly like to hear what the guests have to say about :
Question 3: How do the programs in the countries you are familiar with 
integrate "real life" learning opportunities for participants?
Our national curriculum for adults is supposed to do so, but I haven't
found 
it very effective in this. Just putting pictures of people at work to 
illustrate limited language practice doesn't even attract students' 
interest.

and

Question 5: How are what participants learn transferred to family and 
community
members?
Many of our students are brought to sign up for classes by family
members 
who were once our students. What a recommendation! Many give 'help my 
[often future] children at school as an important reason for learning or

improving English skills.

Can I add another issue, please?
Politicians and journalists in the UK like to demand that people must
learn 
English in order to qualify for various benefits normally available to 
people born in the UK, such as unemployment benefits. At the same time, 
access to ESOL courses is made more and more difficult, both in terms of
the 
cost of learning and in the total number of course places available.

If people are to be required to learn  the language of a country, should

classes be made available free of charge? Should free provision be 
means-tested? Should employers of migrant labour be required to pay for
or 
subsidise language lessons for their employees? Should different
regulations 
apply to different categories, such as migrant labourers, spouses of 
residents or citizens, and asylum-seekers and refugees?

Cheryl Thornett
ESOL tutor
Birmingham UK Adult Education 

-------------------------------
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From djrosen at comcast.net  Mon Sep 10 06:11:18 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 10 Sep 2007 06:11:18 -0400
Subject: [SpecialTopics 572] International Literacy: Today's Featured
	Guests: Barbara Garner and Juliet Merrifield
Message-ID: <D5EE1BEA-1EB7-46C7-B6C8-3BC0501C00D6@comcast.net>

Colleagues,

Today's featured guests for our discussion this week on what U.S.  
adult education programs can learn from programs in other countries  
are Barbara Garner and Juliet Merrifield. Here are their short  
biographies:

Barbara Garner

Known on NIFL?s discussion lists as the editor of ?Focus on Basics?,  
Barbara Garner led the development of non-profit World Education?s  
adult literacy efforts in Africa from 1998 through 2004, providing  
technical assistance around teacher training and curriculum  
development as well as leadership and program design. Her work took  
her to Guinea, Mali, Benin, and more recently Egypt, where she  
consulted on their national adult literacy assessment system.   
Earlier in her career she worked on non-formal education programs and  
refugee education programs in Indonesia, Thailand, and Nepal.

Suggested Reading: to get a feel for adult literacy in West Africa  
read "Creating Curricula for Challenging Circumstances" from Focus on  
Basics http://www.ncsall.net/index.php?id=199

Juliet Merrifield

Juliet Merrifield is Principal of the Friends Centre, an independent  
adult education centre in Brighton, England.  She has worked as an  
adult educator and researcher for the last 25 years, in the USA,  
England and Ireland.  She was Director of the Learning from  
Experience Trust in London, and of the Center for Literacy Studies at  
the University of Tennessee, USA.

Juliet, I would like to add, is co-author, with Juliet McCaffrey and  
Juliet Millican, of Developing Adult Literacy: Approaches to  
planning, implementing and delivering literacy initiatives to be  
published in hard copy by Oxfam on September 30th. The publisher has  
graciously made the book available online at no charge  in PDF or  
Word file formats for this discussion.  You will find it at http:// 
publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
or (short form of Web address)  http://tinyurl.com/2gufzt

Barbara and Juliet will be available today to answer your questions.  
Barbara is focusing on Mali, in West Africa. Juliet has introduced  
herself with a focus on England and Scotland.

Tomorrow's guests are John Comings and Pamela Civins.

John Comings

John is a senior research associate and lecturer on education at  
Harvard's Graduate School of Education and was director of the  
National Center for the Study of Adult Learning and Literacy (NCSALL)  
from 1996 to 2007. Before HGSE and NCSALL, He spent 12 years as vice  
president of World Education in Boston. He has worked in Asia,  
Africa, and the Caribbean, and he lived for 6 years in Nepal and 2  
years in Indonesia. In his international work, he has helped design,  
implement and evaluate adult literacy programs and skill training  
programs.

Suggested Reading: http://www.worlded.org/docs/Publications/ 
teaching_adults_to_read.pdf

Pamela Civins

Pamela Civins has worked in the field of nonprofit management, formal  
and nonformal education for over 15 years internationally and in  
Boston, Massachusetts.  Currently, she is the Executive Director of  
Boston Partners in Education, an organization that enhances the  
academic achievement and nurtures the personal growth of Boston's  
public school students by providing them with focused, individualized  
in-school volunteer support.  Pamela has been working exclusively in  
the US for the past three years.  Prior to her work being focused on  
K-12 urban education, she provided coordination and managerial  
oversight of nonformal education and literacy programs for girls and  
women in Nepal, India and Pakistan.  For eight years, she worked with  
the nonprofit, World Education, Inc., both in the US and abroad.  She  
coordinated a women's literacy program and was based in Kathmandu,  
Nepal for two yeas.  Pamela worked extensively in India supporting a  
collaboration with World Education and the Indian-based  
nongovernmental organization, PRIA, on a the Women's Empowerment  
Through Literacy and Livelihoods Development Project, an integrated  
literacy and livelihoods development program that took place in the  
Indian states of Madhya Pradesh and Andhra Pradesh.  She also  
provided support to a women's literacy program in Pakistan.  Pamela  
received her BA from the University of Colorado, a MIIM (Masters in  
Intercultural & International Management) from the School for  
International Training, and an M.Ed. with a focus on International  
Education Policy from Harvard University.

Recommended readings.

http://www.worlded.org/docs/Publications/teaching_adults_to_read.pdf

http://www.iiz-dvv.de/englisch/Publikationen/Weltbank/inhalt.htm

http://unesdoc.unesco.org/images/0012/001200/120067Eo.pdf

http://www.globalhealth.org/publications/contents.php3?id=2&issue=116

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From b.garner4 at verizon.net  Mon Sep 10 08:17:32 2007
From: b.garner4 at verizon.net (Barbara Garner)
Date: Mon, 10 Sep 2007 07:17:32 -0500 (CDT)
Subject: [SpecialTopics 573]  International Literacy content areas
Message-ID: <30981595.6409331189426653079.JavaMail.root@vms171.mailsrvcs.net>

David asked about the content areas that are integrated into other countries??? adult or 
nonformal education programs ??? reading, writing, numeracy, science, 
social sciences, health, civics education, livelihoods development, 
entrepreneur skills, values, education, certification or credential 
preparation? Other content? What kinds of topics are discussed? What 
kinds of activities are incorporated?

In Mali, there???s a moribund national curriculum which introduces a lot of vocabulary on topics such as health and farming, but doesn???t really deal with concepts. A curriculum about growing cotton, which is a major crop in the south of the country, was used for many years. In Guinea, there???s not much of a national curriculum. However, both governments are open to non-formal literacy programs and the non-governmental community (local and international) has stepped in to develop all kinds of programs that feature content areas related to their core mission. 

So, for example, World Education???s core mission in Guinea was to strengthen community participation in education---communities build schools, advocate for local funding, make sure teachers show up, pressure neighbors to enroll their children. The related literacy curriculum was ---which covers basic reading, writing, and math ---addresses how to manage a school council, aspects of school quality, girls education, etc. 

Another ngo-developed curriculum in use in adult literacy programs in Mali grew out of a health program, and features topics that community members and health practitioners indicated were primary health concerns: preventative measures and first aid for common ailments like bee stings, snake bites, malaria, burns. Hygiene. Water. Sexually transmitted diseases, including HIV/AIDS. Reproductive health, Alcoholism,  Drugs. The health problems caused by female genital excision.  This too covers basic reading, writing, and math.

In Senegal, the NGO Tostan has used with great success a literacy curriculum that focuses on basic human rights and has evolved into materials that introduce alternatives to female genital excision. 
Like REFLECT, which Juliet mentioned and is in use by certain NGOs in Mali, it focuses quite strongly on community development rather than literacy, but some literacy is learned.
 
Egypt???s adult literacy system is much more like that of the US than Mali, Guinea, or Benin in that it culminates in a high-stakes test somewhat akin to our GED. Those who pass the final assessment are able to enroll in formal school at the seventh grade level, qualify to apply for certain government jobs, and take the driving license test. The curriculum itself is very academic, focusing a lot on the grammar of written Arabic.  For many years the government required that its curriculum was the only one used in literacy classes. However, they have recently opened to the idea of alternative curricula and are courting community-based organizations and their curricula. One organization has a strong curriculum around the paperwork of modern city life. Another is about mother and child health. Both of these are designed to be used in conjunction with the government curriculum rather than instead of it.

Barb Garner

From b.garner4 at verizon.net  Mon Sep 10 08:59:40 2007
From: b.garner4 at verizon.net (Barbara Garner)
Date: Mon, 10 Sep 2007 07:59:40 -0500 (CDT)
Subject: [SpecialTopics 574] Re: =?utf-8?q?=C3=82=C2=A0Learning_from_the_UK?=
Message-ID: <18366963.6415341189429180382.JavaMail.root@vms171.mailsrvcs.net>

I too find the question "what can US adult education programs learn from other countries" to have less than straightforward answers. 

Obviously, programs that serve learners studying English for speakers of other languages can benefit from understanding the educational backgrounds of their learners. In West Africa, a lack of literacy is the result of a lack of access to school. Those in rural communities live in almost literacy-free (as opposed to literacy-rich) environments, with little experience with pencils or pens or books, and few preconceived notions of what ???proper??? literacy is. The formal school system is traditional, valuing rote learning (while at the same time huge efforts are being made in Mali and Guinea to change this). Even those who don???t attend school take their ideas of what school is from the formal system. Understanding what this means to individual learners is invaluable when working with refugees and immigrants in the US. 

On a more programmatic level, one of the givens in the non-formal literacy programs in Mali and Guinea is that the schedule---days and times---for the classes will be negotiated with the learners. That???s certainly something that might be useful in the US.

Sometimes insight useful to the US comes from seeing struggles happening in other countries. In Egypt, for example, the adult literacy system has a dynamic leader who is working to invigorate their very top-down national system. He would like his system to generate information that would be useful to him as a policy maker and advocate, to administrators, and to teachers. He wants an intake tool that would provide information on learners??? skill levels to teachers and more accurate information about who the system is actually serving to administrators and policy makers. Worried local administrators point out that national policy requires that they serve only ???illiterates??? and so if they institute an intake screening, they might have to deny seats in their classrooms to all but those with absolutely no literacy skills. Or, they???ll have to game the system. Why does this sound so familiar?

Barb Garner

From cherylthornett at hotmail.com  Mon Sep 10 10:14:55 2007
From: cherylthornett at hotmail.com (Cheryl Thornett)
Date: Mon, 10 Sep 2007 15:14:55 +0100
Subject: [SpecialTopics 575] Re: Questions for guests
References: <000701c7f37d$9b15d7b0$3800a8c0@Megan>
Message-ID: <BAY124-DAV13BC2E2E9B27BE01C09F5ACCC00@phx.gbl>

Thank you for the references.

Some of the very requirements that are supposed to make learning relevant to 
students' lives make it harder to do so. The paperwork is so time-consuming 
and the support so limited that at certain times of the year it is difficult 
to do more than cursory whole class lesson planning. I know of no one who 
can complete all the paperwork and do adequate lesson preparation (including 
individuation) in half an hour for each hour of contact time, especially as 
our contact time does not include individual sessions for assessment or 
learning reviews. Good will has been steadily eroded over the past several 
years. Apparently, according to our most recent inspector, we should record 
on each lesson plan which students each item is intended for within whole 
class or group activities. (I should add that as a teacher who has covered 
for others on short notice, I appreciate good records and so try to keep 
them myself, but too much of this is irrelevant to teaching or learning.)

 We have also been instructed to take students out more often, but 
constraints such as the time the over-burdened cr?che opens and closes or 
the times students have to collect older children from school or begin work 
have been dismissed.

I suspect that many of us enable students to bring in real life experience 
and situations, but that it doesn't always get recorded. We are asked to do 
contradictory things: follow a heavily prescribed system while at the same 
time, in classes of 12, 20 or more, to teach on an individual basis. NRDC 
research suggests that even skilful and experienced teachers struggle with 
this.

Your points about the strengths and weaknesses of the Scottish and English 
systems are very good. The Skills for Life national curriculum does provide 
real support for less experienced tutors and has encouraged publishers to 
adapt or bring out materials aimed at Skills for Life classes. My students 
appreciate having nationally recognised exams.

Cheryl Thornett
ESOL tutor
Birmingham UK Adult Education

----- Original Message ----- 
From: "Juliet Merrifield" <j.merrifield at zen.co.uk>
To: <specialtopics at nifl.gov>
Sent: Monday, September 10, 2007 8:38 AM
Subject: [SpecialTopics 571] Re: Questions for guests
  But the> question is, how hard is it for you or any other ESOL tutor 
within
> Skills for Life to use such an approach?  Given the requirements to map
> lesson plans to the national curriculum, develop individual learning
> plans for each student, prepare people for tests and exams, be ready for
> the inspectors ... and so on.  I'm sure it can be done and that there
> are ESOL and ALN tutors who are doing it, but it isn't easy.
>
> Juliet
>
>

From djrosen at comcast.net  Mon Sep 10 10:39:38 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 10 Sep 2007 10:39:38 -0400
Subject: [SpecialTopics 576] Learning transferred to family and community
	members
Message-ID: <9CB7AFCB-78C9-49E5-BBE2-770AEC30A65F@comcast.net>

Juliet and Barbara,

I wonder if you could address how what participants learn in programs  
is transferred to family and community
members.  Several years ago in the U.S., for example, some adult ESOL  
programs added financial literacy and home-buying awareness  
components. Students often said that they wanted extra sets of  
learning materials to give to other family members who wanted to open  
a checking account or buy a home.  I wonder if there are examples of  
this "transference" or possibly "shared" learning in any of the  
programs you have worked with, and if you can suggest strategies for  
encouraging it.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From j.merrifield at zen.co.uk  Mon Sep 10 11:33:02 2007
From: j.merrifield at zen.co.uk (Juliet Merrifield)
Date: Mon, 10 Sep 2007 16:33:02 +0100
Subject: [SpecialTopics 577] Re: Learning transferred to family and
	communitymembers
In-Reply-To: <9CB7AFCB-78C9-49E5-BBE2-770AEC30A65F@comcast.net>
Message-ID: <001801c7f3bf$e0fd2ca0$3800a8c0@Megan>

I think we know remarkably little about how learning is shared or
transferred from one context to another or one person to another.  Some
learning projects deliberately seek a wider impact than just the
individual participant.  I'm thinking of a World Education project in
Mali working with Parent Associations -- Barbara, this might have been
one of your projects?  As I remember it (and I've only read about it in
the UNESCO report I mentioned earlier) the aim was to build the Parent
Associations as community organisations, with individual literacy and
numeracy skills as one of the means of this.  There were all sorts of
spin offs.

Family literacy programmes also deliberately aim for impacts beyond the
individual participants, though children are usually the main focus
rather than other family members.  Your example of the financial
literacy materials is a good one, David, suggesting what I am aware of
anecdotally, that take home materials that are well produced with useful
information do get passed on a lot.  This is certainly true of ICT
learning materials, that I know get passed around other family members.

In my own centre we have done in the past (and expect to in the future)
literacy and numeracy work alongside and embedded with community
development training courses, recruiting local leaders in small
neighbourhood and other organisations.  The community development
training is planned to help them be more effective as community leaders,
and the literacy and numeracy work simply supports the skills needed for
some of that (minutes, reports to funders, book-keeping etc).

Juliet

Juliet Merrifield

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: 10 September 2007 15:40
To: specialtopics at nifl.gov
Subject: [SpecialTopics 576] Learning transferred to family and
communitymembers

Juliet and Barbara,

I wonder if you could address how what participants learn in programs  
is transferred to family and community
members.  Several years ago in the U.S., for example, some adult ESOL  
programs added financial literacy and home-buying awareness  
components. Students often said that they wanted extra sets of  
learning materials to give to other family members who wanted to open  
a checking account or buy a home.  I wonder if there are examples of  
this "transference" or possibly "shared" learning in any of the  
programs you have worked with, and if you can suggest strategies for  
encouraging it.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to j.merrifield at zen.co.uk

From mtate at sbctc.edu  Mon Sep 10 12:59:59 2007
From: mtate at sbctc.edu (Michael Tate)
Date: Mon, 10 Sep 2007 09:59:59 -0700
Subject: [SpecialTopics 578] Re: International Literacy content areas
In-Reply-To: <30981595.6409331189426653079.JavaMail.root@vms171.mailsrvcs.net>
References: <30981595.6409331189426653079.JavaMail.root@vms171.mailsrvcs.net>
Message-ID: <0CA6C79FCB4AC642A77B76C17A4316EE01DC779D@exch-1.sbctc2.local>

Barbara, in response to your comment that "Like REFLECT, which Juliet mentioned and is in use by certain NGOs in Mali, it focuses quite strongly on community development rather than literacy, but some literacy is learned." 

Do you agree that literacy has to help foster the conditions that allow people to learn, and take steps forward:  good nutrition, good health, strong infrastructure, safety, beneficial cultural practices, mutuality, stability, etc? 

In the comment above, it sounds as though you may feel that some of the curricula used in developing countries is too focused on other development needs to the detriment of literacy.  What is the right literacy mix in these curricula? 

While the lives of literacy students in the developing world may be better than their peers in a country like Mali, there is still considerable chaos and risk in their lives, some of which could be reduced by having one of more of these problems be the context for the literacy classes in the developed world. Is that a lesson we in the developed world could learn from these projects?

In World Education's efforts in Mali, is the goal to provide the students with the literacy they need for the lives they are leading now, or the lives they might lead?  When World Education negotiates these services, is there a difference between the literacy goal the state is seeking, versus the village, or the person?

Sorry for asking so many questions in one post!  Thank you David, and the panelists, for this special topic!  

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Barbara Garner
Sent: Monday, September 10, 2007 5:18 AM
To: Specialtopics at nifl.gov
Subject: [SpecialTopics 573] International Literacy content areas

David asked about the content areas that are integrated into other countries??? adult or 
nonformal education programs ??? reading, writing, numeracy, science, 
social sciences, health, civics education, livelihoods development, 
entrepreneur skills, values, education, certification or credential 
preparation? Other content? What kinds of topics are discussed? What 
kinds of activities are incorporated?

In Mali, there???s a moribund national curriculum which introduces a lot of vocabulary on topics such as health and farming, but doesn???t really deal with concepts. A curriculum about growing cotton, which is a major crop in the south of the country, was used for many years. In Guinea, there???s not much of a national curriculum. However, both governments are open to non-formal literacy programs and the non-governmental community (local and international) has stepped in to develop all kinds of programs that feature content areas related to their core mission. 

So, for example, World Education???s core mission in Guinea was to strengthen community participation in education---communities build schools, advocate for local funding, make sure teachers show up, pressure neighbors to enroll their children. The related literacy curriculum was ---which covers basic reading, writing, and math ---addresses how to manage a school council, aspects of school quality, girls education, etc. 

Another ngo-developed curriculum in use in adult literacy programs in Mali grew out of a health program, and features topics that community members and health practitioners indicated were primary health concerns: preventative measures and first aid for common ailments like bee stings, snake bites, malaria, burns. Hygiene. Water. Sexually transmitted diseases, including HIV/AIDS. Reproductive health, Alcoholism,  Drugs. The health problems caused by female genital excision.  This too covers basic reading, writing, and math.

In Senegal, the NGO Tostan has used with great success a literacy curriculum that focuses on basic human rights and has evolved into materials that introduce alternatives to female genital excision. 
Like REFLECT, which Juliet mentioned and is in use by certain NGOs in Mali, it focuses quite strongly on community development rather than literacy, but some literacy is learned.
 
Egypt???s adult literacy system is much more like that of the US than Mali, Guinea, or Benin in that it culminates in a high-stakes test somewhat akin to our GED. Those who pass the final assessment are able to enroll in formal school at the seventh grade level, qualify to apply for certain government jobs, and take the driving license test. The curriculum itself is very academic, focusing a lot on the grammar of written Arabic.  For many years the government required that its curriculum was the only one used in literacy classes. However, they have recently opened to the idea of alternative curricula and are courting community-based organizations and their curricula. One organization has a strong curriculum around the paperwork of modern city life. Another is about mother and child health. Both of these are designed to be used in conjunction with the government curriculum rather than instead of it.

Barb Garner
-------------------------------
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Special Topics mailing list
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From b.garner4 at verizon.net  Mon Sep 10 13:42:39 2007
From: b.garner4 at verizon.net (Barbara Garner)
Date: Mon, 10 Sep 2007 12:42:39 -0500 (CDT)
Subject: [SpecialTopics 579] Re: Learning transferred to family
	and	communitymembers
Message-ID: <7707924.10771251189446160226.JavaMail.root@vms246.mailsrvcs.net>

Yes, Juliet, that probably was my program. We do look a lot at what I call the "ripple" effect of the courses. 
In Mali, Guinea, and Egypt, it isn't the written materials that are shared, since the adults accessing literacy classes are often the only members of their families who are (becoming) literate. 

Also, there just aren't extra materials to hand out. These are countries in which the public schools oftne have only one book per every few children.

However, the content information gained in class is shared. So, for example, after a health and literacy course [for Sierra Leonean refugees in Guina], an evaluation found that in addition to the participants themselves, the family members of the participants had increased health knowledge. In Egypt, a similar course yielded the same results, and we also found that the teachers themselves had increased health knowledge. 
And there is also the transfer of literacy itself: the spouse who attends class teachs the other spouse how to write; one friend attends class and teaches the other. We're always being told about that.

Another interesting byproduct of the literacy classes with which I worked in Mali and Guinea is that parents who take literacy classes report that they have a much better understanding because of their own learning experiences (even more than because of the curriculum content) of what their children need as students: a quiet place to study, time to study, a pencil. This translates into additional support for children's schooling. One father told me that now when his kids ask for pencils for school he buys them for them, but before becoming a literacy student himself, he argued with them about the purchase.

The programs that in Mali and Guinea that are conducted in partnership with community participation in education programs see of course direct application of the knowledge by committee members, but that's not quite the same as transfering it to others.

Different programs encourage transfer in different ways. One way is to have an action step at the end of the class: how can you use this information in your life? Or how can the class act on this issue in our community? The balancing act becomes whether to focus on the literacy work or the actions.

Barb Garner

=====================
From: Juliet Merrifield <j.merrifield at zen.co.uk>
Date: 2007/09/10 Mon AM 10:33:02 CDT
To: specialtopics at nifl.gov
Subject: [SpecialTopics 577] Re: Learning transferred to family and	communitymembers

I think we know remarkably little about how learning is shared or
transferred from one context to another or one person to another.  Some
learning projects deliberately seek a wider impact than just the
individual participant.  I'm thinking of a World Education project in
Mali working with Parent Associations -- Barbara, this might have been
one of your projects?  As I remember it (and I've only read about it in
the UNESCO report I mentioned earlier) the aim was to build the Parent
Associations as community organisations, with individual literacy and
numeracy skills as one of the means of this.  There were all sorts of
spin offs.

Family literacy programmes also deliberately aim for impacts beyond the
individual participants, though children are usually the main focus
rather than other family members.  Your example of the financial
literacy materials is a good one, David, suggesting what I am aware of
anecdotally, that take home materials that are well produced with useful
information do get passed on a lot.  This is certainly true of ICT
learning materials, that I know get passed around other family members.

In my own centre we have done in the past (and expect to in the future)
literacy and numeracy work alongside and embedded with community
development training courses, recruiting local leaders in small
neighbourhood and other organisations.  The community development
training is planned to help them be more effective as community leaders,
and the literacy and numeracy work simply supports the skills needed for
some of that (minutes, reports to funders, book-keeping etc).

Juliet

Juliet Merrifield

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: 10 September 2007 15:40
To: specialtopics at nifl.gov
Subject: [SpecialTopics 576] Learning transferred to family and
communitymembers

Juliet and Barbara,

I wonder if you could address how what participants learn in programs  
is transferred to family and community
members.  Several years ago in the U.S., for example, some adult ESOL  
programs added financial literacy and home-buying awareness  
components. Students often said that they wanted extra sets of  
learning materials to give to other family members who wanted to open  
a checking account or buy a home.  I wonder if there are examples of  
this "transference" or possibly "shared" learning in any of the  
programs you have worked with, and if you can suggest strategies for  
encouraging it.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to j.merrifield at zen.co.uk

-------------------------------
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Email delivered to b.garner4 at verizon.net

From b.garner4 at verizon.net  Mon Sep 10 14:01:20 2007
From: b.garner4 at verizon.net (Barbara Garner)
Date: Mon, 10 Sep 2007 13:01:20 -0500 (CDT)
Subject: [SpecialTopics 580] Re:
 =?utf-8?q?=C3=82=C2=A0International_Literacy_content_areas?=
Message-ID: <25573180.10781271189447280886.JavaMail.root@vms246.mailsrvcs.net>

Michael, you touch on a core debate in literacy in developing countries. 

In some ways, I think the key point should be "truth in advertising". Ie, if community members say they need literacy to be able to carry out community development projects (in the case of some of the projects I've been talking about, the projects are focused on strenghtening the public education systems in their villages and ultimately regionally and nationally), then the literacy program that results should be of the breath and depth necessary to ensure that participants are literacy.

If folks don't prioritize literacy, then it's a waste of time to push to have a literacy program because folks won't participate. Or they'll come because it's something new but they'll disappear. If there's nothing to read in the community, and folks don't perceive a use for literacy, then it's not an appropriate program.

 The content can and should be interesting and relevant, but the instructional methods used with that content: they should reflect current knowledge of what it to learn to read, write, and do math. 

[Here I should clarify that in places like Mali and Guinea, the adult literacy programs are providing access. They're not going to be able to meet the needs of learners who are learning disabled, or even those who need lots of very talented instruction.]  

The program should provide enough hours of instruction to assure not just mastery but retention (which is why "post" literacy classes are increased access to written materials are necessary). The instructional methods incorporate elements that allow for mastery of phonics, fluency, automaticity, comprehension strategies, etc. The "literacy" elements (and we can assume math under that umbrella here) should not be sacrificed for the community development goals.

Is literacy necessary for development? Not that I have seen,  as we can see from the amazing work communities have done in providing education for their kids, in accessing microcredit, in building businesses and enhancing their livelihoods. But at a certain point, the development may bog down. Also, literacy increases transparency: without more than a very small number of literate adults, communities are beholden to the literate few to interact with government officials, to record transactions (especially financial), etc.

Barb Garner
=====================
From: Michael Tate <mtate at sbctc.edu>
Date: 2007/09/10 Mon AM 11:59:59 CDT
To: b.garner4 at verizon.net, specialtopics at nifl.gov
Subject: RE: [SpecialTopics 573]  International Literacy content areas

Barbara, in response to your comment that "Like REFLECT, which Juliet mentioned and is in use by certain NGOs in Mali, it focuses quite strongly on community development rather than literacy, but some literacy is learned." 

Do you agree that literacy has to help foster the conditions that allow people to learn, and take steps forward:  good nutrition, good health, strong infrastructure, safety, beneficial cultural practices, mutuality, stability, etc? 

In the comment above, it sounds as though you may feel that some of the curricula used in developing countries is too focused on other development needs to the detriment of literacy.  What is the right literacy mix in these curricula? 

While the lives of literacy students in the developing world may be better than their peers in a country like Mali, there is still considerable chaos and risk in their lives, some of which could be reduced by having one of more of these problems be the context for the literacy classes in the developed world. Is that a lesson we in the developed world could learn from these projects?

In World Education's efforts in Mali, is the goal to provide the students with the literacy they need for the lives they are leading now, or the lives they might lead?  When World Education negotiates these services, is there a difference between the literacy goal the state is seeking, versus the village, or the person?

Sorry for asking so many questions in one post!  Thank you David, and the panelists, for this special topic!  

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Barbara Garner
Sent: Monday, September 10, 2007 5:18 AM
To: Specialtopics at nifl.gov
Subject: [SpecialTopics 573] International Literacy content areas

David asked about the content areas that are integrated into other countries?????? adult or 
nonformal education programs ?????? reading, writing, numeracy, science, 
social sciences, health, civics education, livelihoods development, 
entrepreneur skills, values, education, certification or credential 
preparation? Other content? What kinds of topics are discussed? What 
kinds of activities are incorporated?

In Mali, there??????s a moribund national curriculum which introduces a lot of vocabulary on topics such as health and farming, but doesn??????t really deal with concepts. A curriculum about growing cotton, which is a major crop in the south of the country, was used for many years. In Guinea, there??????s not much of a national curriculum. However, both governments are open to non-formal literacy programs and the non-governmental community (local and international) has stepped in to develop all kinds of programs that feature content areas related to their core mission. 

So, for example, World Education??????s core mission in Guinea was to strengthen community participation in education---communities build schools, advocate for local funding, make sure teachers show up, pressure neighbors to enroll their children. The related literacy curriculum was ---which covers basic reading, writing, and math ---addresses how to manage a school council, aspects of school quality, girls education, etc. 

Another ngo-developed curriculum in use in adult literacy programs in Mali grew out of a health program, and features topics that community members and health practitioners indicated were primary health concerns: preventative measures and first aid for common ailments like bee stings, snake bites, malaria, burns. Hygiene. Water. Sexually transmitted diseases, including HIV/AIDS. Reproductive health, Alcoholism,  Drugs. The health problems caused by female genital excision.  This too covers basic reading, writing, and math.

In Senegal, the NGO Tostan has used with great success a literacy curriculum that focuses on basic human rights and has evolved into materials that introduce alternatives to female genital excision. 
Like REFLECT, which Juliet mentioned and is in use by certain NGOs in Mali, it focuses quite strongly on community development rather than literacy, but some literacy is learned.
 
Egypt??????s adult literacy system is much more like that of the US than Mali, Guinea, or Benin in that it culminates in a high-stakes test somewhat akin to our GED. Those who pass the final assessment are able to enroll in formal school at the seventh grade level, qualify to apply for certain government jobs, and take the driving license test. The curriculum itself is very academic, focusing a lot on the grammar of written Arabic.  For many years the government required that its curriculum was the only one used in literacy classes. However, they have recently opened to the idea of alternative curricula and are courting community-based organizations and their curricula. One organization has a strong curriculum around the paperwork of modern city life. Another is about mother and child health. Both of these are designed to be used in conjunction with the government curriculum rather than instead of it.

Barb Garner
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to mtate at sbctc.edu

From djrosen at comcast.net  Mon Sep 10 16:11:56 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 10 Sep 2007 16:11:56 -0400
Subject: [SpecialTopics 581] International Literacy Discussion: Catching Up
Message-ID: <AAC4CE32-F953-481A-9012-E28BED5DE362@comcast.net>

Colleagues,

I would like to welcome our new subscribers since Friday, when our  
current discussion began.  For those who would like to catch up, all  
the messages posted are archived at:

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From j.merrifield at zen.co.uk  Mon Sep 10 16:52:19 2007
From: j.merrifield at zen.co.uk (Juliet Merrifield)
Date: Mon, 10 Sep 2007 21:52:19 +0100
Subject: [SpecialTopics 582] Re: International Literacy content areas
In-Reply-To: <0CA6C79FCB4AC642A77B76C17A4316EE01DC779D@exch-1.sbctc2.local>
Message-ID: <002001c7f3ec$7aab0c10$3800a8c0@Megan>

At least from this side of the Atlantic it seems that the lessons about
the importance of literacy as part of people making changes in their
lives have been ignored.  The primary focus in terms of policy is on
literacy for work (whether that's entering work or progressing at work).
There is some talk about language for citizenship when applied to ESOL
learners, and indeed a new language requirement as well as a citizenship
test to be passed in order to become a naturalised British citizen.  But
the 'skills agenda' really doesn't leave a lot of room for people's own
purposes for literacy, or for relating literacy learning to the context
of their lives and communities (as Cheryl said earlier today).

On the other hand, I don't doubt that there are skills that need to be
learned in order to engage in literacy and language practices for
whatever ends, and I have some hesitation about a literacy programme
that is so focused on development activities that it doesn't actually
build people's own, independent ability to read, write compute or speak
the language of power.

Complicated, isn't it?

Juliet

Juliet Merrifield

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Michael Tate
Sent: 10 September 2007 18:00
To: b.garner4 at verizon.net; specialtopics at nifl.gov
Subject: [SpecialTopics 578] Re: International Literacy content areas

Barbara, in response to your comment that "Like REFLECT, which Juliet
mentioned and is in use by certain NGOs in Mali, it focuses quite
strongly on community development rather than literacy, but some
literacy is learned." 

Do you agree that literacy has to help foster the conditions that allow
people to learn, and take steps forward:  good nutrition, good health,
strong infrastructure, safety, beneficial cultural practices, mutuality,
stability, etc? 

In the comment above, it sounds as though you may feel that some of the
curricula used in developing countries is too focused on other
development needs to the detriment of literacy.  What is the right
literacy mix in these curricula? 

While the lives of literacy students in the developing world may be
better than their peers in a country like Mali, there is still
considerable chaos and risk in their lives, some of which could be
reduced by having one of more of these problems be the context for the
literacy classes in the developed world. Is that a lesson we in the
developed world could learn from these projects?

In World Education's efforts in Mali, is the goal to provide the
students with the literacy they need for the lives they are leading now,
or the lives they might lead?  When World Education negotiates these
services, is there a difference between the literacy goal the state is
seeking, versus the village, or the person?

Sorry for asking so many questions in one post!  Thank you David, and
the panelists, for this special topic!  

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Barbara Garner
Sent: Monday, September 10, 2007 5:18 AM
To: Specialtopics at nifl.gov
Subject: [SpecialTopics 573] International Literacy content areas

David asked about the content areas that are integrated into other
countries??? adult or 
nonformal education programs ??? reading, writing, numeracy, science, 
social sciences, health, civics education, livelihoods development, 
entrepreneur skills, values, education, certification or credential 
preparation? Other content? What kinds of topics are discussed? What 
kinds of activities are incorporated?

In Mali, there???s a moribund national curriculum which introduces a lot
of vocabulary on topics such as health and farming, but doesn???t really
deal with concepts. A curriculum about growing cotton, which is a major
crop in the south of the country, was used for many years. In Guinea,
there???s not much of a national curriculum. However, both governments
are open to non-formal literacy programs and the non-governmental
community (local and international) has stepped in to develop all kinds
of programs that feature content areas related to their core mission. 

So, for example, World Education???s core mission in Guinea was to
strengthen community participation in education---communities build
schools, advocate for local funding, make sure teachers show up,
pressure neighbors to enroll their children. The related literacy
curriculum was ---which covers basic reading, writing, and math
---addresses how to manage a school council, aspects of school quality,
girls education, etc. 

Another ngo-developed curriculum in use in adult literacy programs in
Mali grew out of a health program, and features topics that community
members and health practitioners indicated were primary health concerns:
preventative measures and first aid for common ailments like bee stings,
snake bites, malaria, burns. Hygiene. Water. Sexually transmitted
diseases, including HIV/AIDS. Reproductive health, Alcoholism,  Drugs.
The health problems caused by female genital excision.  This too covers
basic reading, writing, and math.

In Senegal, the NGO Tostan has used with great success a literacy
curriculum that focuses on basic human rights and has evolved into
materials that introduce alternatives to female genital excision. 
Like REFLECT, which Juliet mentioned and is in use by certain NGOs in
Mali, it focuses quite strongly on community development rather than
literacy, but some literacy is learned.
 
Egypt???s adult literacy system is much more like that of the US than
Mali, Guinea, or Benin in that it culminates in a high-stakes test
somewhat akin to our GED. Those who pass the final assessment are able
to enroll in formal school at the seventh grade level, qualify to apply
for certain government jobs, and take the driving license test. The
curriculum itself is very academic, focusing a lot on the grammar of
written Arabic.  For many years the government required that its
curriculum was the only one used in literacy classes. However, they have
recently opened to the idea of alternative curricula and are courting
community-based organizations and their curricula. One organization has
a strong curriculum around the paperwork of modern city life. Another is
about mother and child health. Both of these are designed to be used in
conjunction with the government curriculum rather than instead of it.

Barb Garner
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to mtate at sbctc.edu
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to j.merrifield at zen.co.uk

From tsticht at znet.com  Mon Sep 10 17:55:40 2007
From: tsticht at znet.com (tsticht at znet.com)
Date: Mon, 10 Sep 2007 14:55:40 -0700
Subject: [SpecialTopics 583] What International Literacy Programs Offer
	Programs in the U.S.
Message-ID: <1189461340.46e5bd5c069ff@webmail.znet.net>

Colleagues: I am enjoying reading the comments on this special topic about
What International Literacy Programs Offer Programs in the U.S. A couple of
the lessons I have learned come from reading close to a thousand
applications for UNESCO literacy prizes in 25 years of work on UNESCO's
international jury that selects the annual prize winners. Some of you have
discussed one or more of these lessons learned. The two lessons are (1)
there are generally multiplier effects from literacy programs, and (2)
there are often intergenerational effects from literacy programs (actually,
this is a sub-set of the multiplier effects). Though not all effects are
always found in all programs, there are usually more than one effect from
literacy programs in addition to the improvement of adult literacy
abilities. These multiplier effects have implications for advocacy for
adult literacy education. Here is a little expansion of these two lessons:

 (1) Multiplier effects: Governments can expect multiple returns on
investments in adult literacy education in at least five areas:

1. Improved productivity at work, at home,  and in the community leading to
higher tax bases for communities, decreased violence at home and in the
community, and greater participation in citizenship activities by a larger
segment of the adult population.

2. Improved self confidence and other psychological and physiological
aspects of health of adults, including activities that will help the brain
grow throughout adulthood and contribute to reduced medical costs for
adults as they age.

3.  Improved health of adult?s children due to learning in adult education
programs leading to  better prenatal and postnatal care, reductions in low
birth rate infants, and better home medical care, thereby contributing to
lowered medical costs for children and fewer learning problems in school.

4. Improved social justice from providing literacy education for
marginalized populations to permit them to  acquire skills and knowledge
needed to take political action that allows them to achieve their civil
rights and to overcome social exclusion  and join in the mainstream of
society.

5. Improved  productivity in the schools by providing adults with the
knowledge they need to better prepare their children to enter school, help
them achieve in school, encourage them to stay in school and increase their
opportunities to  enroll in higher education.

 (2) Adult literacy programs often have intergenerational consequences, 
meaning that, as suggested in item 5 above,  improving adult literacy,
especially that of women, increases the likelihood  of children?s
participation, persistence, and achievement in education.

This intergenerational effect of adult literacy education has been expressed
as educational policy by Rosa Maria Torres, a member of the UNESCO
International Jury for Literacy Prizes in 2001-2002. She says, :"Adult
Basic Education and Learning (ABLE) cannot continue to be viewed in
isolation, as a separate educational goal 
 but rather as part of the
overall education, training and learning system and policy at national and
international level. 
To educate children, it is essential to educate
adults, not only (illiterate, poor) parents and caregivers (including
teachers) but adults in general. Because it is adults and the adult society
who make the critical decisions that affect children?s well-being and
development, at home, at school.... This is the importance of educating
adults, for their own sake and for the sake of children, for the present
and for future generations. 
In fact, 
 the children?s right to education
should  include the right to educated parents."

 These two major lessons from international programs, i.e., multiplier
effects and intergenerational effects provide a basis for advocating for
greater investments in adult literacy education. In the U. S., I have
referred to these multiple outcomes as providing "double duty dollars,"
meaning that when we spend a dollar on adult literacy education, we may get
not just a dollar of return in terms of improved literacy by the adult, but
we may also get many additional dollars of benefits in terms of health,
education of children, and so forth. In the U.K., in advising the 1998
Moser group, whose work lead to the present Skills for Life Strategy, I
called this getting "more power for the pound!"

Tom Sticht

From sabrina_kurtz-rossi at comcast.net  Mon Sep 10 22:56:47 2007
From: sabrina_kurtz-rossi at comcast.net (Sabrina Kurtz-Rossi)
Date: Mon, 10 Sep 2007 22:56:47 -0400
Subject: [SpecialTopics 584] Re: What International Literacy Programs
	OfferPrograms in the U.S.
In-Reply-To: <1189461340.46e5bd5c069ff@webmail.znet.net>
Message-ID: <20070911025644.0840511BC1@mail.nifl.gov>

Here is a straight forward question for all of you.  I have a classic
(meaning old) article entitle "Literacy and Health Status in Developing
Countries" by R.N. Grosse and C. Auffrey. Annu. Rev. Public Health. 1989.
10:281-97.  Are any of you familiar with it?  It is an excellent review of
the literature describing numerous international studies showing a direct
relationship between increased literacy and improved health.  I have been
looking for a more recent review of the literature on the topic but have not
been able to find one.  Do any of you have a citation to recommend?  Thanks.

Sabrina

-------------------- 
Sabrina Kurtz-Rossi, M.Ed., Coordinator 
Health Information Literacy Research Project 
Medical Library Association
781-835-6488 phone; 781-391-4409 fax;
sabrina_kurtz-rossi at comcast.net

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of tsticht at znet.com
Sent: Monday, September 10, 2007 5:56 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 583] What International Literacy Programs
OfferPrograms in the U.S.

Colleagues: I am enjoying reading the comments on this special topic about
What International Literacy Programs Offer Programs in the U.S. A couple of
the lessons I have learned come from reading close to a thousand
applications for UNESCO literacy prizes in 25 years of work on UNESCO's
international jury that selects the annual prize winners. Some of you have
discussed one or more of these lessons learned. The two lessons are (1)
there are generally multipler effects from literacy programs, and (2)
there are often intergenerational effects from literacy programs (actually,
this is a sub-set of the multiplier effects). Though not all effects are
always found in all programs, there are usually more than one effect from
literacy programs in addition to the improvement of adult literacy
abilities. These multiplier effects have implications for advocacy for
adult literacy education. Here is a little expansion of these two lessons:

 (1) Multiplier effects: Governments can expect multiple returns on
investments in adult literacy education in at least five areas:

1. Improved productivity at work, at home,  and in the community leading to
higher tax bases for communities, decreased violence at home and in the
community, and greater participation in citizenship activities by a larger
segment of the adult population.

2. Improved self confidence and other psychological and physiological
aspects of health of adults, including activities that will help the brain
grow throughout adulthood and contribute to reduced medical costs for
adults as they age.

3.  Improved health of adult's children due to learning in adult education
programs leading to  better prenatal and postnatal care, reductions in low
birth rate infants, and better home medical care, thereby contributing to
lowered medical costs for children and fewer learning problems in school.

4. Improved social justice from providing literacy education for
marginalized populations to permit them to  acquire skills and knowledge
needed to take political action that allows them to achieve their civil
rights and to overcome social exclusion  and join in the mainstream of
society.

5. Improved  productivity in the schools by providing adults with the
knowledge they need to better prepare their children to enter school, help
them achieve in school, encourage them to stay in school and increase their
opportunities to  enroll in higher education.

 (2) Adult literacy programs often have intergenerational consequences, 
meaning that, as suggested in item 5 above,  improving adult literacy,
especially that of women, increases the likelihood  of children's
participation, persistence, and achievement in education.

This intergenerational effect of adult literacy education has been expressed
as educational policy by Rosa Maria Torres, a member of the UNESCO
International Jury for Literacy Prizes in 2001-2002. She says, :"Adult
Basic Education and Learning (ABLE) cannot continue to be viewed in
isolation, as a separate educational goal . but rather as part of the
overall education, training and learning system and policy at national and
international level. .To educate children, it is essential to educate
adults, not only (illiterate, poor) parents and caregivers (including
teachers) but adults in general. Because it is adults and the adult society
who make the critical decisions that affect children's well-being and
development, at home, at school.... This is the importance of educating
adults, for their own sake and for the sake of children, for the present
and for future generations. .In fact, . the children's right to education
should  include the right to educated parents."

 These two major lessons from international programs, i.e., multiplier
effects and intergenerational effects provide a basis for advocating for
greater investments in adult literacy education. In the U. S., I have
referred to these multiple outcomes as providing "double duty dollars,"
meaning that when we spend a dollar on adult literacy education, we may get
not just a dollar of return in terms of improved literacy by the adult, but
we may also get many additional dollars of benefits in terms of health,
education of children, and so forth. In the U.K., in advising the 1998
Moser group, whose work lead to the present Skills for Life Strategy, I
called this getting "more power for the pound!"

Tom Sticht

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to sabrina_kurtz-rossi at comcast.net

From Kgotthardt at comcast.net  Tue Sep 11 07:18:17 2007
From: Kgotthardt at comcast.net (Katherine G)
Date: Tue, 11 Sep 2007 07:18:17 -0400
Subject: [SpecialTopics 585] Re: What International Literacy
	ProgramsOfferPrograms in the U.S.
In-Reply-To: <20070911025644.0840511BC1@mail.nifl.gov>
Message-ID: <MHEMKJNHLDIEMGGCCKCCOECGDKAA.Kgotthardt@comcast.net>

Sabrina, are you able to copy the full text into this discussion or give us
a link to it?

Katherine Mercurio Gotthardt, ESOL Online Instructor
Prince William County Public Schools
Adult Education
P.O. Box 389
Manassas, VA 20108
work 703-791-8387
fax 703-791-8889

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Sabrina Kurtz-Rossi
Sent: Monday, September 10, 2007 10:57 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 584] Re: What International Literacy
ProgramsOfferPrograms in the U.S.

Here is a straight forward question for all of you.  I have a classic
(meaning old) article entitle "Literacy and Health Status in Developing
Countries" by R.N. Grosse and C. Auffrey. Annu. Rev. Public Health. 1989.
10:281-97.  Are any of you familiar with it?  It is an excellent review of
the literature describing numerous international studies showing a direct
relationship between increased literacy and improved health.  I have been
looking for a more recent review of the literature on the topic but have not
been able to find one.  Do any of you have a citation to recommend?  Thanks.

Sabrina

--------------------
Sabrina Kurtz-Rossi, M.Ed., Coordinator
Health Information Literacy Research Project
Medical Library Association
781-835-6488 phone; 781-391-4409 fax;
sabrina_kurtz-rossi at comcast.net

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of tsticht at znet.com
Sent: Monday, September 10, 2007 5:56 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 583] What International Literacy Programs
OfferPrograms in the U.S.

Colleagues: I am enjoying reading the comments on this special topic about
What International Literacy Programs Offer Programs in the U.S. A couple of
the lessons I have learned come from reading close to a thousand
applications for UNESCO literacy prizes in 25 years of work on UNESCO's
international jury that selects the annual prize winners. Some of you have
discussed one or more of these lessons learned. The two lessons are (1)
there are generally multipler effects from literacy programs, and (2)
there are often intergenerational effects from literacy programs (actually,
this is a sub-set of the multiplier effects). Though not all effects are
always found in all programs, there are usually more than one effect from
literacy programs in addition to the improvement of adult literacy
abilities. These multiplier effects have implications for advocacy for
adult literacy education. Here is a little expansion of these two lessons:

 (1) Multiplier effects: Governments can expect multiple returns on
investments in adult literacy education in at least five areas:

1. Improved productivity at work, at home,  and in the community leading to
higher tax bases for communities, decreased violence at home and in the
community, and greater participation in citizenship activities by a larger
segment of the adult population.

2. Improved self confidence and other psychological and physiological
aspects of health of adults, including activities that will help the brain
grow throughout adulthood and contribute to reduced medical costs for
adults as they age.

3.  Improved health of adult's children due to learning in adult education
programs leading to  better prenatal and postnatal care, reductions in low
birth rate infants, and better home medical care, thereby contributing to
lowered medical costs for children and fewer learning problems in school.

4. Improved social justice from providing literacy education for
marginalized populations to permit them to  acquire skills and knowledge
needed to take political action that allows them to achieve their civil
rights and to overcome social exclusion  and join in the mainstream of
society.

5. Improved  productivity in the schools by providing adults with the
knowledge they need to better prepare their children to enter school, help
them achieve in school, encourage them to stay in school and increase their
opportunities to  enroll in higher education.

 (2) Adult literacy programs often have intergenerational consequences,
meaning that, as suggested in item 5 above,  improving adult literacy,
especially that of women, increases the likelihood  of children's
participation, persistence, and achievement in education.

This intergenerational effect of adult literacy education has been expressed
as educational policy by Rosa Maria Torres, a member of the UNESCO
International Jury for Literacy Prizes in 2001-2002. She says, :"Adult
Basic Education and Learning (ABLE) cannot continue to be viewed in
isolation, as a separate educational goal . but rather as part of the
overall education, training and learning system and policy at national and
international level. .To educate children, it is essential to educate
adults, not only (illiterate, poor) parents and caregivers (including
teachers) but adults in general. Because it is adults and the adult society
who make the critical decisions that affect children's well-being and
development, at home, at school.... This is the importance of educating
adults, for their own sake and for the sake of children, for the present
and for future generations. .In fact, . the children's right to education
should  include the right to educated parents."

 These two major lessons from international programs, i.e., multiplier
effects and intergenerational effects provide a basis for advocating for
greater investments in adult literacy education. In the U. S., I have
referred to these multiple outcomes as providing "double duty dollars,"
meaning that when we spend a dollar on adult literacy education, we may get
not just a dollar of return in terms of improved literacy by the adult, but
we may also get many additional dollars of benefits in terms of health,
education of children, and so forth. In the U.K., in advising the 1998
Moser group, whose work lead to the present Skills for Life Strategy, I
called this getting "more power for the pound!"

Tom Sticht

-------------------------------
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From pcivins at bostonpartners.org  Tue Sep 11 07:41:36 2007
From: pcivins at bostonpartners.org (Pamela Civins)
Date: Tue, 11 Sep 2007 07:41:36 -0400
Subject: [SpecialTopics 586] Re: What International Literacy
	Programs	OfferPrograms in the U.S.
In-Reply-To: <20070911025644.0840511BC1@mail.nifl.gov>
References: <1189461340.46e5bd5c069ff@webmail.znet.net>
	<20070911025644.0840511BC1@mail.nifl.gov>
Message-ID: <46E646B0.3370.0098.0@bostonpartners.org>

Sabrina,

I'm not certain this will be helpful, but I just did a search and ended up at a Web site put together by the Harvard School of Public Health - http://www.hsph.harvard.edu/healthliteracy/lit_2000.html .  There are annotations of articles published in 2000 - a bit more recent than 1989.  

Best,
Pamela

>>> "Sabrina Kurtz-Rossi" <sabrina_kurtz-rossi at comcast.net> 9/10/2007 10:56 PM >>>
Here is a straight forward question for all of you.  I have a classic
(meaning old) article entitle "Literacy and Health Status in Developing
Countries" by R.N. Grosse and C. Auffrey. Annu. Rev. Public Health. 1989.
10:281-97.  Are any of you familiar with it?  It is an excellent review of
the literature describing numerous international studies showing a direct
relationship between increased literacy and improved health.  I have been
looking for a more recent review of the literature on the topic but have not
been able to find one.  Do any of you have a citation to recommend?  Thanks.

Sabrina

-------------------- 
Sabrina Kurtz-Rossi, M.Ed., Coordinator 
Health Information Literacy Research Project 
Medical Library Association
781-835-6488 phone; 781-391-4409 fax;
sabrina_kurtz-rossi at comcast.net 

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] 
On Behalf Of tsticht at znet.com 
Sent: Monday, September 10, 2007 5:56 PM
To: specialtopics at nifl.gov 
Subject: [SpecialTopics 583] What International Literacy Programs
OfferPrograms in the U.S.

Colleagues: I am enjoying reading the comments on this special topic about
What International Literacy Programs Offer Programs in the U.S. A couple of
the lessons I have learned come from reading close to a thousand
applications for UNESCO literacy prizes in 25 years of work on UNESCO's
international jury that selects the annual prize winners. Some of you have
discussed one or more of these lessons learned. The two lessons are (1)
there are generally multipler effects from literacy programs, and (2)
there are often intergenerational effects from literacy programs (actually,
this is a sub-set of the multiplier effects). Though not all effects are
always found in all programs, there are usually more than one effect from
literacy programs in addition to the improvement of adult literacy
abilities. These multiplier effects have implications for advocacy for
adult literacy education. Here is a little expansion of these two lessons:

 (1) Multiplier effects: Governments can expect multiple returns on
investments in adult literacy education in at least five areas:

1. Improved productivity at work, at home,  and in the community leading to
higher tax bases for communities, decreased violence at home and in the
community, and greater participation in citizenship activities by a larger
segment of the adult population.

2. Improved self confidence and other psychological and physiological
aspects of health of adults, including activities that will help the brain
grow throughout adulthood and contribute to reduced medical costs for
adults as they age.

3.  Improved health of adult's children due to learning in adult education
programs leading to  better prenatal and postnatal care, reductions in low
birth rate infants, and better home medical care, thereby contributing to
lowered medical costs for children and fewer learning problems in school.

4. Improved social justice from providing literacy education for
marginalized populations to permit them to  acquire skills and knowledge
needed to take political action that allows them to achieve their civil
rights and to overcome social exclusion  and join in the mainstream of
society.

5. Improved  productivity in the schools by providing adults with the
knowledge they need to better prepare their children to enter school, help
them achieve in school, encourage them to stay in school and increase their
opportunities to  enroll in higher education.

 (2) Adult literacy programs often have intergenerational consequences, 
meaning that, as suggested in item 5 above,  improving adult literacy,
especially that of women, increases the likelihood  of children's
participation, persistence, and achievement in education.

This intergenerational effect of adult literacy education has been expressed
as educational policy by Rosa Maria Torres, a member of the UNESCO
International Jury for Literacy Prizes in 2001-2002. She says, :"Adult
Basic Education and Learning (ABLE) cannot continue to be viewed in
isolation, as a separate educational goal . but rather as part of the
overall education, training and learning system and policy at national and
international level. .To educate children, it is essential to educate
adults, not only (illiterate, poor) parents and caregivers (including
teachers) but adults in general. Because it is adults and the adult society
who make the critical decisions that affect children's well-being and
development, at home, at school.... This is the importance of educating
adults, for their own sake and for the sake of children, for the present
and for future generations. .In fact, . the children's right to education
should  include the right to educated parents."

 These two major lessons from international programs, i.e., multiplier
effects and intergenerational effects provide a basis for advocating for
greater investments in adult literacy education. In the U. S., I have
referred to these multiple outcomes as providing "double duty dollars,"
meaning that when we spend a dollar on adult literacy education, we may get
not just a dollar of return in terms of improved literacy by the adult, but
we may also get many additional dollars of benefits in terms of health,
education of children, and so forth. In the U.K., in advising the 1998
Moser group, whose work lead to the present Skills for Life Strategy, I
called this getting "more power for the pound!"

Tom Sticht

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
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From pcivins at bostonpartners.org  Tue Sep 11 08:59:39 2007
From: pcivins at bostonpartners.org (Pamela Civins)
Date: Tue, 11 Sep 2007 08:59:39 -0400
Subject: [SpecialTopics 587] Re: Learning transferred to family
	and	communitymembers
In-Reply-To: <001801c7f3bf$e0fd2ca0$3800a8c0@Megan>
References: <9CB7AFCB-78C9-49E5-BBE2-770AEC30A65F@comcast.net>
	<001801c7f3bf$e0fd2ca0$3800a8c0@Megan>
Message-ID: <46E658FB.3370.0098.0@bostonpartners.org>

Hi All,

Having followed the conversation yesterday, I thought I would jump in here today to talk about my experiences in the U.S. and also South Asia.  I found the exchange on transferring learning to family and community members quite interesting.  

During my time with World Education our work in Nepal with adolescent girls in nonformal education classes provided an opportunity to for these girls to share information with both family and community members.  The Girls Access to Education (GATE) Program integrated health education and literacy learning.  The class provided girls a safe place to discuss topics not often talked at in the home.  One such topic was trafficking. A series of booklets was produced and along with sharing important information about the issue of trafficking girls from small villages to larger Nepali cities or to cities in India, the booklets encouraged girls to share this information with people in their families and with their friends not enrolled in the literacy classes.  The transfer of information and communicating about trafficking and the consequences was as important as the girls learning to read.

Other literacy programs in Nepal integrated livelihoods development and IPM (integrated pest management).  Since most people in Nepal are farmers, the technology transferred through integrating IPM into literacy materials for neo-literates was innovative.  Another innovation was transferring this information to women farmers, so that they could bring the technology back home and share it with other family members.  

For the livelihoods development work, groups of women actually studied the feasibility of different business opportunities.  Did the village really need another tailor?  Was there a market for the sale of soap in nearby Kathmandu?   How could they improve their farming so that would have vegetables to sell in the market?  Watching women work together in a group and assess what was most profitable and whether to take on ventures as individuals or as partners was a wonderful experience for me.  

Having been based in Boston for the past few years and working for a nonprofit, Boston Partners in Education, that is not directly involved with adult basic education, my interest is in how students within the Boston Public Schools are supported by their families and friends to academically achieve, mature as confident young adults and graduate from high school.  Of the 57,000 students that attend Boston Public Schools, 18% of the are English Language Learners or have "limited English proficiency."  In Boston last year, 78% of students in 3rd grade passed the annual reading exam they take, and 72% passed the English Language Arts exam in 4th grade, so there is are about 25% of students in elementary grades that don't have the reading and writing skills they need to succeed in school.  

Family involvement in their children's education is crucial.  In Boston, there are family literacy programs that encourage families to read to their kids for at least twenty minutes a day, four or more times per week.  These programs are run in partnership with schools, and parents have conferences with their child's teachers two times a year to discuss the reading activities they do with their children.  I think that there is an opportunity for parents and children to teach one another in programs like this.  

Boston also has something called a School Readiness Initiative that is meant to help parents ready their children, aged 0-5, for school.  The initiative is fairly new, but I know there is an adult education component to it, since of the ~ 32,000 households in the city with children in this age group, half of the parents (16,000) have no more than a high school diploma, 7,500 have not completed high school, and 8,400 of these households are headed by parents with limited or no English proficiency.

I would be interested in hearing more about family literacy programs going on in the U.S. and other countries, and what you see as the benefits and challenges of these programs.  

Thanks,
Pamela Civins

>>> "Juliet Merrifield" <j.merrifield at zen.co.uk> 9/10/2007 11:33 AM >>>
I think we know remarkably little about how learning is shared or
transferred from one context to another or one person to another.  Some
learning projects deliberately seek a wider impact than just the
individual participant.  I'm thinking of a World Education project in
Mali working with Parent Associations -- Barbara, this might have been
one of your projects?  As I remember it (and I've only read about it in
the UNESCO report I mentioned earlier) the aim was to build the Parent
Associations as community organisations, with individual literacy and
numeracy skills as one of the means of this.  There were all sorts of
spin offs.

Family literacy programmes also deliberately aim for impacts beyond the
individual participants, though children are usually the main focus
rather than other family members.  Your example of the financial
literacy materials is a good one, David, suggesting what I am aware of
anecdotally, that take home materials that are well produced with useful
information do get passed on a lot.  This is certainly true of ICT
learning materials, that I know get passed around other family members.

In my own centre we have done in the past (and expect to in the future)
literacy and numeracy work alongside and embedded with community
development training courses, recruiting local leaders in small
neighbourhood and other organisations.  The community development
training is planned to help them be more effective as community leaders,
and the literacy and numeracy work simply supports the skills needed for
some of that (minutes, reports to funders, book-keeping etc).

Juliet

Juliet Merrifield

-----Original Message-----
From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: 10 September 2007 15:40
To: specialtopics at nifl.gov 
Subject: [SpecialTopics 576] Learning transferred to family and
communitymembers

Juliet and Barbara,

I wonder if you could address how what participants learn in programs  
is transferred to family and community
members.  Several years ago in the U.S., for example, some adult ESOL  
programs added financial literacy and home-buying awareness  
components. Students often said that they wanted extra sets of  
learning materials to give to other family members who wanted to open  
a checking account or buy a home.  I wonder if there are examples of  
this "transference" or possibly "shared" learning in any of the  
programs you have worked with, and if you can suggest strategies for  
encouraging it.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net 

-------------------------------
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From djrosen at comcast.net  Tue Sep 11 09:25:09 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 11 Sep 2007 09:25:09 -0400
Subject: [SpecialTopics 588]  Family involvement in the Schools
Message-ID: <E847335B-CEFF-4EFF-ABC8-347DC38EE99C@comcast.net>

Hello Pamela, John, and other guests,

When I was working in the Philippines on a school-based Integrated  
Pest Management project for elementary school students I discovered  
how vital Parent Teacher Associations are, in at least some of the  
rural public schools. I was surprised, since my experience with urban  
schools in the U.S. is that parent involvement, at least the kind  
that has parents coming to the school for meetings, is usually not  
very successful. In the Philippines, it would be unthinkable to  
introduce a new program in the schools without inviting parents to a  
meeting to learn about it, ask questions, and to express their  
concerns; parents -- and grandparents -- turn out in large numbers.

I am wondering if our guests -- or others who have worked with  
schools in other countries -- have found that involving parents is  
easy or difficult, and what models of "parent involvement" you have  
seen that might be useful to programs in the U.S., especially to  
adult or family literacy programs that work with or are sponsored by  
public schools. I believe that adult and family literacy programs in  
the U.S. that could help K-12 schools to make parent involvement  
successful would be very welcome partners.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From andreawilder at comcast.net  Tue Sep 11 12:31:44 2007
From: andreawilder at comcast.net (Andrea Wilder)
Date: Tue, 11 Sep 2007 12:31:44 -0400
Subject: [SpecialTopics 589] Re: SpecialTopics Digest, Vol 14, Issue 8
In-Reply-To: <mailman.5.1189526403.1919.specialtopics@nifl.gov>
References: <mailman.5.1189526403.1919.specialtopics@nifl.gov>
Message-ID: <5c7b63a6496176dc9ef597e27e2eedea@comcast.net>

Hi Tom,

Do you have citations for the multiplier effects of literacy?  I share 
with Sabrina a wish to have any review of the  literature that 
demonstrates a link, relationship, between literacy and health, 
particularly as women's fertility is implicated.. I am also keen for a 
link to the article she cited.

Thanks, everyone.

Andrea

On Sep 11, 2007, at 12:00 PM, specialtopics-request at nifl.gov wrote:

> Send SpecialTopics mailing list submissions to
> 	specialtopics at nifl.gov
>
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> than "Re: Contents of SpecialTopics digest..."
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>
> Today's Topics:
>
>    1. [SpecialTopics 585] Re: What International Literacy
>       ProgramsOfferPrograms in the U.S. (Katherine G)
>    2. [SpecialTopics 586] Re: What International Literacy	Programs
>       OfferPrograms in the U.S. (Pamela Civins)
>    3. [SpecialTopics 587] Re: Learning transferred to family	and
>       communitymembers (Pamela Civins)
>    4. [SpecialTopics 588]  Family involvement in the Schools
>       (David J. Rosen)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Tue, 11 Sep 2007 07:18:17 -0400
> From: "Katherine G" <Kgotthardt at comcast.net>
> Subject: [SpecialTopics 585] Re: What International Literacy
> 	ProgramsOfferPrograms in the U.S.
> To: <specialtopics at nifl.gov>
> Message-ID: <MHEMKJNHLDIEMGGCCKCCOECGDKAA.Kgotthardt at comcast.net>
> Content-Type: text/plain;	charset="us-ascii"
>
> Sabrina, are you able to copy the full text into this discussion or 
> give us
> a link to it?
>
> Katherine Mercurio Gotthardt, ESOL Online Instructor
> Prince William County Public Schools
> Adult Education
> P.O. Box 389
> Manassas, VA 20108
> work 703-791-8387
> fax 703-791-8889
>
>
>
>
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov]On Behalf Of Sabrina Kurtz-Rossi
> Sent: Monday, September 10, 2007 10:57 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 584] Re: What International Literacy
> ProgramsOfferPrograms in the U.S.
>
>
> Here is a straight forward question for all of you.  I have a classic
> (meaning old) article entitle "Literacy and Health Status in Developing
> Countries" by R.N. Grosse and C. Auffrey. Annu. Rev. Public Health. 
> 1989.
> 10:281-97.  Are any of you familiar with it?  It is an excellent 
> review of
> the literature describing numerous international studies showing a 
> direct
> relationship between increased literacy and improved health.  I have 
> been
> looking for a more recent review of the literature on the topic but 
> have not
> been able to find one.  Do any of you have a citation to recommend?  
> Thanks.
>
>
> Sabrina
>
> --------------------
> Sabrina Kurtz-Rossi, M.Ed., Coordinator
> Health Information Literacy Research Project
> Medical Library Association
> 781-835-6488 phone; 781-391-4409 fax;
> sabrina_kurtz-rossi at comcast.net
>
>
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov 
> [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of tsticht at znet.com
> Sent: Monday, September 10, 2007 5:56 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 583] What International Literacy Programs
> OfferPrograms in the U.S.
>
> Colleagues: I am enjoying reading the comments on this special topic 
> about
> What International Literacy Programs Offer Programs in the U.S. A 
> couple of
> the lessons I have learned come from reading close to a thousand
> applications for UNESCO literacy prizes in 25 years of work on UNESCO's
> international jury that selects the annual prize winners. Some of you 
> have
> discussed one or more of these lessons learned. The two lessons are (1)
> there are generally multipler effects from literacy programs, and (2)
> there are often intergenerational effects from literacy programs 
> (actually,
> this is a sub-set of the multiplier effects). Though not all effects 
> are
> always found in all programs, there are usually more than one effect 
> from
> literacy programs in addition to the improvement of adult literacy
> abilities. These multiplier effects have implications for advocacy for
> adult literacy education. Here is a little expansion of these two 
> lessons:
>
>  (1) Multiplier effects: Governments can expect multiple returns on
> investments in adult literacy education in at least five areas:
>
> 1. Improved productivity at work, at home,  and in the community 
> leading to
> higher tax bases for communities, decreased violence at home and in the
> community, and greater participation in citizenship activities by a 
> larger
> segment of the adult population.
>
> 2. Improved self confidence and other psychological and physiological
> aspects of health of adults, including activities that will help the 
> brain
> grow throughout adulthood and contribute to reduced medical costs for
> adults as they age.
>
> 3.  Improved health of adult's children due to learning in adult 
> education
> programs leading to  better prenatal and postnatal care, reductions in 
> low
> birth rate infants, and better home medical care, thereby contributing 
> to
> lowered medical costs for children and fewer learning problems in 
> school.
>
> 4. Improved social justice from providing literacy education for
> marginalized populations to permit them to  acquire skills and 
> knowledge
> needed to take political action that allows them to achieve their civil
> rights and to overcome social exclusion  and join in the mainstream of
> society.
>
> 5. Improved  productivity in the schools by providing adults with the
> knowledge they need to better prepare their children to enter school, 
> help
> them achieve in school, encourage them to stay in school and increase 
> their
> opportunities to  enroll in higher education.
>
>  (2) Adult literacy programs often have intergenerational consequences,
> meaning that, as suggested in item 5 above,  improving adult literacy,
> especially that of women, increases the likelihood  of children's
> participation, persistence, and achievement in education.
>
> This intergenerational effect of adult literacy education has been 
> expressed
> as educational policy by Rosa Maria Torres, a member of the UNESCO
> International Jury for Literacy Prizes in 2001-2002. She says, :"Adult
> Basic Education and Learning (ABLE) cannot continue to be viewed in
> isolation, as a separate educational goal . but rather as part of the
> overall education, training and learning system and policy at national 
> and
> international level. .To educate children, it is essential to educate
> adults, not only (illiterate, poor) parents and caregivers (including
> teachers) but adults in general. Because it is adults and the adult 
> society
> who make the critical decisions that affect children's well-being and
> development, at home, at school.... This is the importance of educating
> adults, for their own sake and for the sake of children, for the 
> present
> and for future generations. .In fact, . the children's right to 
> education
> should  include the right to educated parents."
>
>  These two major lessons from international programs, i.e., multiplier
> effects and intergenerational effects provide a basis for advocating 
> for
> greater investments in adult literacy education. In the U. S., I have
> referred to these multiple outcomes as providing "double duty dollars,"
> meaning that when we spend a dollar on adult literacy education, we 
> may get
> not just a dollar of return in terms of improved literacy by the 
> adult, but
> we may also get many additional dollars of benefits in terms of health,
> education of children, and so forth. In the U.K., in advising the 1998
> Moser group, whose work lead to the present Skills for Life Strategy, I
> called this getting "more power for the pound!"
>
>
> Tom Sticht
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to sabrina_kurtz-rossi at comcast.net
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to kgotthardt at comcast.net
>
>
>
> ------------------------------
>
> Message: 2
> Date: Tue, 11 Sep 2007 07:41:36 -0400
> From: "Pamela Civins" <pcivins at bostonpartners.org>
> Subject: [SpecialTopics 586] Re: What International Literacy	Programs
> 	OfferPrograms in the U.S.
> To: <specialtopics at nifl.gov>
> Message-ID: <46E646B0.3370.0098.0 at bostonpartners.org>
> Content-Type: text/plain; charset=US-ASCII
>
> Sabrina,
>
> I'm not certain this will be helpful, but I just did a search and 
> ended up at a Web site put together by the Harvard School of Public 
> Health - http://www.hsph.harvard.edu/healthliteracy/lit_2000.html .  
> There are annotations of articles published in 2000 - a bit more 
> recent than 1989.
>
> Best,
> Pamela
>
>
>
>>>> "Sabrina Kurtz-Rossi" <sabrina_kurtz-rossi at comcast.net> 9/10/2007 
>>>> 10:56 PM >>>
> Here is a straight forward question for all of you.  I have a classic
> (meaning old) article entitle "Literacy and Health Status in Developing
> Countries" by R.N. Grosse and C. Auffrey. Annu. Rev. Public Health. 
> 1989.
> 10:281-97.  Are any of you familiar with it?  It is an excellent 
> review of
> the literature describing numerous international studies showing a 
> direct
> relationship between increased literacy and improved health.  I have 
> been
> looking for a more recent review of the literature on the topic but 
> have not
> been able to find one.  Do any of you have a citation to recommend?  
> Thanks.
>
>
> Sabrina
>
> --------------------
> Sabrina Kurtz-Rossi, M.Ed., Coordinator
> Health Information Literacy Research Project
> Medical Library Association
> 781-835-6488 phone; 781-391-4409 fax;
> sabrina_kurtz-rossi at comcast.net
>
>
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov 
> [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of tsticht at znet.com
> Sent: Monday, September 10, 2007 5:56 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 583] What International Literacy Programs
> OfferPrograms in the U.S.
>
> Colleagues: I am enjoying reading the comments on this special topic 
> about
> What International Literacy Programs Offer Programs in the U.S. A 
> couple of
> the lessons I have learned come from reading close to a thousand
> applications for UNESCO literacy prizes in 25 years of work on UNESCO's
> international jury that selects the annual prize winners. Some of you 
> have
> discussed one or more of these lessons learned. The two lessons are (1)
> there are generally multipler effects from literacy programs, and (2)
> there are often intergenerational effects from literacy programs 
> (actually,
> this is a sub-set of the multiplier effects). Though not all effects 
> are
> always found in all programs, there are usually more than one effect 
> from
> literacy programs in addition to the improvement of adult literacy
> abilities. These multiplier effects have implications for advocacy for
> adult literacy education. Here is a little expansion of these two 
> lessons:
>
>  (1) Multiplier effects: Governments can expect multiple returns on
> investments in adult literacy education in at least five areas:
>
> 1. Improved productivity at work, at home,  and in the community 
> leading to
> higher tax bases for communities, decreased violence at home and in the
> community, and greater participation in citizenship activities by a 
> larger
> segment of the adult population.
>
> 2. Improved self confidence and other psychological and physiological
> aspects of health of adults, including activities that will help the 
> brain
> grow throughout adulthood and contribute to reduced medical costs for
> adults as they age.
>
> 3.  Improved health of adult's children due to learning in adult 
> education
> programs leading to  better prenatal and postnatal care, reductions in 
> low
> birth rate infants, and better home medical care, thereby contributing 
> to
> lowered medical costs for children and fewer learning problems in 
> school.
>
> 4. Improved social justice from providing literacy education for
> marginalized populations to permit them to  acquire skills and 
> knowledge
> needed to take political action that allows them to achieve their civil
> rights and to overcome social exclusion  and join in the mainstream of
> society.
>
> 5. Improved  productivity in the schools by providing adults with the
> knowledge they need to better prepare their children to enter school, 
> help
> them achieve in school, encourage them to stay in school and increase 
> their
> opportunities to  enroll in higher education.
>
>  (2) Adult literacy programs often have intergenerational consequences,
> meaning that, as suggested in item 5 above,  improving adult literacy,
> especially that of women, increases the likelihood  of children's
> participation, persistence, and achievement in education.
>
> This intergenerational effect of adult literacy education has been 
> expressed
> as educational policy by Rosa Maria Torres, a member of the UNESCO
> International Jury for Literacy Prizes in 2001-2002. She says, :"Adult
> Basic Education and Learning (ABLE) cannot continue to be viewed in
> isolation, as a separate educational goal . but rather as part of the
> overall education, training and learning system and policy at national 
> and
> international level. .To educate children, it is essential to educate
> adults, not only (illiterate, poor) parents and caregivers (including
> teachers) but adults in general. Because it is adults and the adult 
> society
> who make the critical decisions that affect children's well-being and
> development, at home, at school.... This is the importance of educating
> adults, for their own sake and for the sake of children, for the 
> present
> and for future generations. .In fact, . the children's right to 
> education
> should  include the right to educated parents."
>
>  These two major lessons from international programs, i.e., multiplier
> effects and intergenerational effects provide a basis for advocating 
> for
> greater investments in adult literacy education. In the U. S., I have
> referred to these multiple outcomes as providing "double duty dollars,"
> meaning that when we spend a dollar on adult literacy education, we 
> may get
> not just a dollar of return in terms of improved literacy by the 
> adult, but
> we may also get many additional dollars of benefits in terms of health,
> education of children, and so forth. In the U.K., in advising the 1998
> Moser group, whose work lead to the present Skills for Life Strategy, I
> called this getting "more power for the pound!"
>
>
> Tom Sticht
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
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>
> -------------------------------
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> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
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> Email delivered to pcivins at bostonpartners.org
>
>
> ------------------------------
>
> Message: 3
> Date: Tue, 11 Sep 2007 08:59:39 -0400
> From: "Pamela Civins" <pcivins at bostonpartners.org>
> Subject: [SpecialTopics 587] Re: Learning transferred to family	and
> 	communitymembers
> To: <specialtopics at nifl.gov>
> Message-ID: <46E658FB.3370.0098.0 at bostonpartners.org>
> Content-Type: text/plain; charset=US-ASCII
>
> Hi All,
>
> Having followed the conversation yesterday, I thought I would jump in 
> here today to talk about my experiences in the U.S. and also South 
> Asia.  I found the exchange on transferring learning to family and 
> community members quite interesting.
>
> During my time with World Education our work in Nepal with adolescent 
> girls in nonformal education classes provided an opportunity to for 
> these girls to share information with both family and community 
> members.  The Girls Access to Education (GATE) Program integrated 
> health education and literacy learning.  The class provided girls a 
> safe place to discuss topics not often talked at in the home.  One 
> such topic was trafficking. A series of booklets was produced and 
> along with sharing important information about the issue of 
> trafficking girls from small villages to larger Nepali cities or to 
> cities in India, the booklets encouraged girls to share this 
> information with people in their families and with their friends not 
> enrolled in the literacy classes.  The transfer of information and 
> communicating about trafficking and the consequences was as important 
> as the girls learning to read.
>
> Other literacy programs in Nepal integrated livelihoods development 
> and IPM (integrated pest management).  Since most people in Nepal are 
> farmers, the technology transferred through integrating IPM into 
> literacy materials for neo-literates was innovative.  Another 
> innovation was transferring this information to women farmers, so that 
> they could bring the technology back home and share it with other 
> family members.
>
> For the livelihoods development work, groups of women actually studied 
> the feasibility of different business opportunities.  Did the village 
> really need another tailor?  Was there a market for the sale of soap 
> in nearby Kathmandu?   How could they improve their farming so that 
> would have vegetables to sell in the market?  Watching women work 
> together in a group and assess what was most profitable and whether to 
> take on ventures as individuals or as partners was a wonderful 
> experience for me.
>
> Having been based in Boston for the past few years and working for a 
> nonprofit, Boston Partners in Education, that is not directly involved 
> with adult basic education, my interest is in how students within the 
> Boston Public Schools are supported by their families and friends to 
> academically achieve, mature as confident young adults and graduate 
> from high school.  Of the 57,000 students that attend Boston Public 
> Schools, 18% of the are English Language Learners or have "limited 
> English proficiency."  In Boston last year, 78% of students in 3rd 
> grade passed the annual reading exam they take, and 72% passed the 
> English Language Arts exam in 4th grade, so there is are about 25% of 
> students in elementary grades that don't have the reading and writing 
> skills they need to succeed in school.
>
> Family involvement in their children's education is crucial.  In 
> Boston, there are family literacy programs that encourage families to 
> read to their kids for at least twenty minutes a day, four or more 
> times per week.  These programs are run in partnership with schools, 
> and parents have conferences with their child's teachers two times a 
> year to discuss the reading activities they do with their children.  I 
> think that there is an opportunity for parents and children to teach 
> one another in programs like this.
>
> Boston also has something called a School Readiness Initiative that is 
> meant to help parents ready their children, aged 0-5, for school.  The 
> initiative is fairly new, but I know there is an adult education 
> component to it, since of the ~ 32,000 households in the city with 
> children in this age group, half of the parents (16,000) have no more 
> than a high school diploma, 7,500 have not completed high school, and 
> 8,400 of these households are headed by parents with limited or no 
> English proficiency.
>
> I would be interested in hearing more about family literacy programs 
> going on in the U.S. and other countries, and what you see as the 
> benefits and challenges of these programs.
>
> Thanks,
> Pamela Civins
>
>
>
>
>
>>>> "Juliet Merrifield" <j.merrifield at zen.co.uk> 9/10/2007 11:33 AM >>>
> I think we know remarkably little about how learning is shared or
> transferred from one context to another or one person to another.  Some
> learning projects deliberately seek a wider impact than just the
> individual participant.  I'm thinking of a World Education project in
> Mali working with Parent Associations -- Barbara, this might have been
> one of your projects?  As I remember it (and I've only read about it in
> the UNESCO report I mentioned earlier) the aim was to build the Parent
> Associations as community organisations, with individual literacy and
> numeracy skills as one of the means of this.  There were all sorts of
> spin offs.
>
> Family literacy programmes also deliberately aim for impacts beyond the
> individual participants, though children are usually the main focus
> rather than other family members.  Your example of the financial
> literacy materials is a good one, David, suggesting what I am aware of
> anecdotally, that take home materials that are well produced with 
> useful
> information do get passed on a lot.  This is certainly true of ICT
> learning materials, that I know get passed around other family members.
>
> In my own centre we have done in the past (and expect to in the future)
> literacy and numeracy work alongside and embedded with community
> development training courses, recruiting local leaders in small
> neighbourhood and other organisations.  The community development
> training is planned to help them be more effective as community 
> leaders,
> and the literacy and numeracy work simply supports the skills needed 
> for
> some of that (minutes, reports to funders, book-keeping etc).
>
> Juliet
>
> Juliet Merrifield
>
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
> Sent: 10 September 2007 15:40
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 576] Learning transferred to family and
> communitymembers
>
> Juliet and Barbara,
>
> I wonder if you could address how what participants learn in programs
> is transferred to family and community
> members.  Several years ago in the U.S., for example, some adult ESOL
> programs added financial literacy and home-buying awareness
> components. Students often said that they wanted extra sets of
> learning materials to give to other family members who wanted to open
> a checking account or buy a home.  I wonder if there are examples of
> this "transference" or possibly "shared" learning in any of the
> programs you have worked with, and if you can suggest strategies for
> encouraging it.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to j.merrifield at zen.co.uk
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to pcivins at bostonpartners.org
>
>
> ------------------------------
>
> Message: 4
> Date: Tue, 11 Sep 2007 09:25:09 -0400
> From: "David J. Rosen" <djrosen at comcast.net>
> Subject: [SpecialTopics 588]  Family involvement in the Schools
> To: specialtopics at nifl.gov
> Message-ID: <E847335B-CEFF-4EFF-ABC8-347DC38EE99C at comcast.net>
> Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed
>
> Hello Pamela, John, and other guests,
>
> When I was working in the Philippines on a school-based Integrated
> Pest Management project for elementary school students I discovered
> how vital Parent Teacher Associations are, in at least some of the
> rural public schools. I was surprised, since my experience with urban
> schools in the U.S. is that parent involvement, at least the kind
> that has parents coming to the school for meetings, is usually not
> very successful. In the Philippines, it would be unthinkable to
> introduce a new program in the schools without inviting parents to a
> meeting to learn about it, ask questions, and to express their
> concerns; parents -- and grandparents -- turn out in large numbers.
>
> I am wondering if our guests -- or others who have worked with
> schools in other countries -- have found that involving parents is
> easy or difficult, and what models of "parent involvement" you have
> seen that might be useful to programs in the U.S., especially to
> adult or family literacy programs that work with or are sponsored by
> public schools. I believe that adult and family literacy programs in
> the U.S. that could help K-12 schools to make parent involvement
> successful would be very welcome partners.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
>
>
>
> ------------------------------
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
>
> End of SpecialTopics Digest, Vol 14, Issue 8
> ********************************************
>

From tsticht at znet.com  Tue Sep 11 13:28:26 2007
From: tsticht at znet.com (tsticht at znet.com)
Date: Tue, 11 Sep 2007 10:28:26 -0700
Subject: [SpecialTopics 590] Re: SpecialTopics Digest, Vol 14, Issue B
Message-ID: <1189531706.46e6d03a8d987@webmail.znet.net>

Andrea: Here are some citations that may be of interest re multiplier
effects, women's education, and health. Tom Sticht

Strategies to Increase Returns on Investment (ROI). Thomas G. Sticht,
Applied Behavioral & Cognitive Sciences Inc., July 1999 ...
www.nald.ca/fulltext/roi/roi.pdf

Toward a Multiple Life Cycles Education Policy: Investing in the Education
of Adults to Improve the Educability of Children
Tom Sticht 2006
www.nald.ca/library/research/sticht/06dec/cover.htm

Celebrating International Literacy Day, September 8, 2002 : Teach the
Mothers and Reach The Children

August 22, 2002
Thomas G. Sticht
International Consultant in Adult Education

Traditionally, nations have emphasized the education and literacy
development of boys and men. The failure to focus resources on girls and
women shows itself in the international literacy statistics compiled by
UNESCO. From 1980 to 1995, the illiterate population of men fell from 327
to 318 million, while the numbers of illiterate women grew from 551 to 565
million (Aksornkool, 2001).

Typically, providing educational services to adults stimulates a greater
interest on the part of parents, especially mothers, to become involved
with the education of their children. Research by Wider Opportunities for
Women (WOW) in Washington, DC studied the effects of women's participation
in workforce basic skills training on (1) their behavior toward their
children, (2) their interactions with teachers and participation in school
activities, and (3) their children's behavior in school (Van Fossen &
Sticht, 1991).

WOW trains welfare mothers in the work skills needed for higher paying,
non-traditional jobs for women, such as carpentry. WOW also teaches women
reading and mathematics skills using materials from the jobs for which they
are training. In their research on how a mother's education affects behavior
with her children, they found that as a result of their participation in the
job training and basic skills programs mothers spent more time with their
children talking about school, helping with homework, reading with their
children, going to and helping with school activities and they talked more
with teachers about their children's education. The WOW mothers also
reported that their children liked and attended school more, and they
showed improvements in their school grades, test scores, and reading.

Research for UNESCO (Sticht & McDonald, 1990) illustrates the effects of
girl's and women's education on children and their educational development
at various stages from before birth to the school years:

Before Pregnancy
Better educated girls/women show higher economic productivity; better
personal health care; lower fertility rates; and hence they produce smaller
families. The latter, in turn, is related to the preschool cognitive
development of children and their subsequent achievement in school.

During Pregnancy and at Birth
Better educated women provide better pre-natal care; produce more full term
babies; provide better post-natal care and this results in babies with
fewer learning disabilities. Before Going To School Better educated women
produce better children's health care; better cognitive, language, and
pre-literacy development; and better preparation for schoolwork. During The
School Years Better educated women produce higher participation rates in
schooling; better management of homework; better advocacy for children's
education and negotiation of school/child conflicts; and they produce
children who achieve higher levels of education and literacy.

All this suggests that this year when the world celebrates International
Literacy Day, we should pay special attention to the need for resources to
provide literacy educational opportunities to the millions of illiterate
women who will bring the next generation of children into the world. We
should remember that, when we teach the mothers, we reach the children!

References

	Aksornkool, N. (2001). Literacy: A key to Empowering Women Farmers. Paris:
United National Educational, Scientific, and Cultural Organization.
	Sticht, T. & McDonald, B. (1990). Teach the Mother and Reach the Child:
Literacy Across Generations. Geneva: UNESCO International Bureau of
Education.
	Van Fossen, S. & Sticht, T. (1991, July). Teach the Mother and Reach the
Child: Results of the Intergenerational Literacy Action Research Project of
Wider Opportunities for Women. Washington, DC: Wider Opportunities for
Women.

Additional Resources

	Mason, J. & Kerr, B. (1992). Literacy transfer from parents to children in
the preschool years. In: T. Sticht, M. Beeler, & B. McDonald (Eds.) The
Intergenerational Transfer of Cognitive Skills. Vol. II: Theory and
Research in Cognitive Science. Norwood, NJ: ABLEX.
	Sticht, T. (1983, February). Literacy and Human Resources Development at
Work: Investing in the Education of Adults to Improve the Educability of
Children. Professional Paper 2-83. Alexandria, VA: Human Resources Research
Organization. (ERIC No. ED 262 201)
	Sticht, T., Beeler, M., & McDonald, B. (Eds.) (1992). The Intergenerational
Transfer of Cognitive Skills. Vol. I: Programs, Policy, and Research Issues.
Norwood, NJ: ABLEX.

[Source : Thomas Sticht, tsticht at znet.com]

ERIC #:	ED321063
Title:	Teach the Mother and Reach the Child: Literacy across Generations.
Literacy Lessons.
Authors:	Sticht, Thomas G.; McDonald, Barbara A.
Descriptors:	Adult Education; Developing Nations; Foreign Countries;
Intergenerational Programs; Language Skills; Literacy; Literacy Education;
Mothers; Parent Influence; Preschool Children; Primary Education; Thinking
Skills; Womens Education
Source:	N/A
Peer-Reviewed:	N/A
Publisher:	International Bureau of Education, P.O. Box 199, 1211 Geneva 20,
Switzerland.
Publication Date:	1990-00-00
Pages:	17
Pub Types:	Reports - General
Abstract:	Significant reductions in adult illiteracy can be achieved most
cost-effectively by focusing more resources on the education of women.
These monies contribute not only to women's development but also to the
educational achievement of their children. Educated adults have more
influence on their children's education; the children become literate
adults who, in turn, produce more educable children. Maternal education
also has an effect on fertility rates and the mortality and health of
children. The contribution of educated mothers to the cognitive and
language skills of preschool children gives the children an advantage and
continues to affect their educational success. International literacy
statistics show that women comprise almost two-thirds of illiterate adults;
of the 116 million children under 11 who are unable to attend school, almost
two-thirds are girls. Studies showing the effects of women's education on
children's literacy argue for greater investment in mothers' education. As
greater numbers of women enter the work force and higher levels of literacy
are demanded of workers, women's education becomes critical to a literate
work force and to economic growth and development. (SK)

From cherylthornett at hotmail.com  Tue Sep 11 13:43:53 2007
From: cherylthornett at hotmail.com (Cheryl Thornett)
Date: Tue, 11 Sep 2007 18:43:53 +0100
Subject: [SpecialTopics 591] Re: What International Literacy Programs
	OfferPrograms in the U.S.
References: <1189461340.46e5bd5c069ff@webmail.znet.net>
Message-ID: <BAY124-DAV64411CF6CBAE35AD812A3CCC10@phx.gbl>

I can offer some good practice from the UK. In Birmingham, where I work, a plan called The Learning Pill has been piloted for about three years now, I think. One of my colleagues gets referrals from participating local doctors.  These are people who have had long-term illness, often but not always mental health conditions, or who have been unemployed because of ill health for some time. She helps the people referred to find an adult education class which is very often literacy or ESOL, but which can be a recreational or vocational class as well. Then she follows up to make sure they are attending and that any problems are dealt with. People are part of the programme for up to two years. 

The programme has been very successful, both in terms of the health of those concerned and in re-engaging them in learning, work and the wider community. 

I also understand that taking First Aid classes into areas with employment and education problems is a particularly good way of getting people in deprived urban areas into adult education. These classes are often advertised to parents of school children and get a response that advertising literacy and numeracy classes would not.

Cheryl Thornett
ESOL tutor
Birmingham UK Adult Education
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From comingjo at gse.harvard.edu  Tue Sep 11 15:58:38 2007
From: comingjo at gse.harvard.edu (John Comings)
Date: Tue, 11 Sep 2007 15:58:38 -0400
Subject: [SpecialTopics 592] Re: What International Literacy
 Programs	OfferPrograms in the U.S.
In-Reply-To: <20070911025644.0840511BC1@mail.nifl.gov>
References: <20070911025644.0840511BC1@mail.nifl.gov>
Message-ID: <72273EFB7E1F3EE39D821D37@nic106>

If you go one page back on that url to:

<http://www.hsph.harvard.edu/healthliteracy/literature.html>

You'll find an Annual Review article that includes information on the 
Grosse and Auffrey article.

In their review, Grosse and Auffrey found that a mother's level of 
education is the strongest predictor of a child's health in third world 
countries, stronger than income or access. A group of researchers led by 
Robert LeVine explored this relationship and found that it was, in fact, 
the literacy skill level of mothers, not their years of education that was 
the predictor. In addition, they found that the mother's complexity of oral 
language was related to both the literacy skill level and the positive 
health outcomes. They have developed the theory that as mothers develop 
literacy skills, they learn to speak and understand language that is more 
academic in nature. That is, language in which the speaker provides all the 
necessary context for the listener. This is the language used by the public 
health and medical personnel who are charged with helping mothers take care 
of their health and the health of their children. The work of LeVine and 
his colleagues makes the case that there is something universal about 
literacy skill, that it helps people make sense of the whole world, not 
just the written word. This kind of research can only be done in third 
world countries where people might never have been to school or dropped out 
in the first few grades for reasons unrelated to cognitive abilities or 
family background. There might have been no school or it might have been 
too far away to allow young girls to walk to it unescorted.

John Comings, Director
National Center for the Study of Adult Learning and Literacy
Harvard Graduate School of Education
7 Appian Way
Cambridge MA 02138
(617) 496-0516, voice
(617) 495-4811, fax
(617) 335-9839, mobile
john_comings at harvard.edu
http://ncsall.gse.harvard.edu

From cheriew at advocap.org  Tue Sep 11 17:04:19 2007
From: cheriew at advocap.org (Cherie Witkowski)
Date: Tue, 11 Sep 2007 16:04:19 -0500
Subject: [SpecialTopics 593] Re: What International Literacy	Programs
 OfferPrograms in the U.S.
In-Reply-To: <46E646B0.3370.0098.0@bostonpartners.org>
References: <1189461340.46e5bd5c069ff@webmail.znet.net>	<20070911025644.0840511BC1@mail.nifl.gov>
	<46E646B0.3370.0098.0@bostonpartners.org>
Message-ID: <46E702D3.90209@advocap.org>

Sabrina,
This may be helpful for you. I went to a Summit on Health Literacy in 
Wisconsin and found the statistics amazing. Here is some very vital 
information for you. You may be interested in connecting to the next web 
cast.
Cherie

September 17-21, 2007:  Health Literacy Results from the 2003 NAAL

In this discussion we will look at the results of the health literacy
data from the 2003 NAAL. Our guests will be Cynthia Baur from CDC, who
was in charge of the health literacy component of the NAAL, and Mark
Kutner from AIR, who was directly involved in the implementation of the
study. Using the Institute's recent webcast as an introduction to these
results, we will look at the main trends in the status and demographics
of health literacy skills in the U.S., and identify objectives for the
field based on these results.

Anyone can join the National Institute for Literacy (NIFL) Health
Literacy discussion list for free at this link:
http://www.nifl.gov/mailman/listinfo/healthliteracy 

Guest Bios:

Cynthia Baur, Ph.D., is the Director, Division of Health Communication
and Marketing, National Center for Health Marketing, Centers for Disease
Control and Prevention, U.S. Department of Health and Human Services
(HHS). The Division is responsible for a wide variety of health
communication and marketing activities and projects, including promoting
health literacy improvement. Prior to her current position, Dr. Baur was
the senior health communication advisor in the Office of Disease
Prevention and Health Promotion (ODPHP), HHS. In ODPHP, she led the
Healthy People 2010 Health Communication Focus Area that includes the
national objective to improve health literacy. She is the co-chair of
the HHS workgroup on health literacy. She was the HHS lead on the 2003
National Assessment of Adult Literacy (NAAL), managed the development of
the national health literacy action plan in Communicating Health:
Priorities and Strategies for Progress (2003) and organized the Surgeon
General's Workshop on Improving Health Literacy. Dr. Baur holds a Ph.D.
in Communication from the University of California, San Diego.      

Mark Kutner, AIR
(bio on the way)

Discussion Preparation:

See the report: The Health Literacy of America's Adults: Results from
the 2003 National Assessment of Adult Literacy:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483

View the National Institute for Literacy's recent webcast about the
NAAL Health Literacy Results:
http://www.nifl.gov/nifl/webcasts/NAALhealth/webcast0829.html

Please go to this link for updated information about the discussion:
http://www.nifl.gov/lincs/discussions/healthliteracy/07healthNAAL.html 

Pamela Civins wrote:

>Sabrina,
>
>I'm not certain this will be helpful, but I just did a search and ended up at a Web site put together by the Harvard School of Public Health - http://www.hsph.harvard.edu/healthliteracy/lit_2000.html .  There are annotations of articles published in 2000 - a bit more recent than 1989.  
>
>Best,
>Pamela
>
>
>
>  
>
>>>>"Sabrina Kurtz-Rossi" <sabrina_kurtz-rossi at comcast.net> 9/10/2007 10:56 PM >>>
>>>>        
>>>>
>Here is a straight forward question for all of you.  I have a classic
>(meaning old) article entitle "Literacy and Health Status in Developing
>Countries" by R.N. Grosse and C. Auffrey. Annu. Rev. Public Health. 1989.
>10:281-97.  Are any of you familiar with it?  It is an excellent review of
>the literature describing numerous international studies showing a direct
>relationship between increased literacy and improved health.  I have been
>looking for a more recent review of the literature on the topic but have not
>been able to find one.  Do any of you have a citation to recommend?  Thanks.
>
>
>Sabrina
>
>-------------------- 
>Sabrina Kurtz-Rossi, M.Ed., Coordinator 
>Health Information Literacy Research Project 
>Medical Library Association
>781-835-6488 phone; 781-391-4409 fax;
>sabrina_kurtz-rossi at comcast.net 
>
>
>-----Original Message-----
>From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] 
>On Behalf Of tsticht at znet.com 
>Sent: Monday, September 10, 2007 5:56 PM
>To: specialtopics at nifl.gov 
>Subject: [SpecialTopics 583] What International Literacy Programs
>OfferPrograms in the U.S.
>
>Colleagues: I am enjoying reading the comments on this special topic about
>What International Literacy Programs Offer Programs in the U.S. A couple of
>the lessons I have learned come from reading close to a thousand
>applications for UNESCO literacy prizes in 25 years of work on UNESCO's
>international jury that selects the annual prize winners. Some of you have
>discussed one or more of these lessons learned. The two lessons are (1)
>there are generally multipler effects from literacy programs, and (2)
>there are often intergenerational effects from literacy programs (actually,
>this is a sub-set of the multiplier effects). Though not all effects are
>always found in all programs, there are usually more than one effect from
>literacy programs in addition to the improvement of adult literacy
>abilities. These multiplier effects have implications for advocacy for
>adult literacy education. Here is a little expansion of these two lessons:
>
> (1) Multiplier effects: Governments can expect multiple returns on
>investments in adult literacy education in at least five areas:
>
>1. Improved productivity at work, at home,  and in the community leading to
>higher tax bases for communities, decreased violence at home and in the
>community, and greater participation in citizenship activities by a larger
>segment of the adult population.
>
>2. Improved self confidence and other psychological and physiological
>aspects of health of adults, including activities that will help the brain
>grow throughout adulthood and contribute to reduced medical costs for
>adults as they age.
>
>3.  Improved health of adult's children due to learning in adult education
>programs leading to  better prenatal and postnatal care, reductions in low
>birth rate infants, and better home medical care, thereby contributing to
>lowered medical costs for children and fewer learning problems in school.
>
>4. Improved social justice from providing literacy education for
>marginalized populations to permit them to  acquire skills and knowledge
>needed to take political action that allows them to achieve their civil
>rights and to overcome social exclusion  and join in the mainstream of
>society.
>
>5. Improved  productivity in the schools by providing adults with the
>knowledge they need to better prepare their children to enter school, help
>them achieve in school, encourage them to stay in school and increase their
>opportunities to  enroll in higher education.
>
> (2) Adult literacy programs often have intergenerational consequences, 
>meaning that, as suggested in item 5 above,  improving adult literacy,
>especially that of women, increases the likelihood  of children's
>participation, persistence, and achievement in education.
>
>This intergenerational effect of adult literacy education has been expressed
>as educational policy by Rosa Maria Torres, a member of the UNESCO
>International Jury for Literacy Prizes in 2001-2002. She says, :"Adult
>Basic Education and Learning (ABLE) cannot continue to be viewed in
>isolation, as a separate educational goal . but rather as part of the
>overall education, training and learning system and policy at national and
>international level. .To educate children, it is essential to educate
>adults, not only (illiterate, poor) parents and caregivers (including
>teachers) but adults in general. Because it is adults and the adult society
>who make the critical decisions that affect children's well-being and
>development, at home, at school.... This is the importance of educating
>adults, for their own sake and for the sake of children, for the present
>and for future generations. .In fact, . the children's right to education
>should  include the right to educated parents."
>
> These two major lessons from international programs, i.e., multiplier
>effects and intergenerational effects provide a basis for advocating for
>greater investments in adult literacy education. In the U. S., I have
>referred to these multiple outcomes as providing "double duty dollars,"
>meaning that when we spend a dollar on adult literacy education, we may get
>not just a dollar of return in terms of improved literacy by the adult, but
>we may also get many additional dollars of benefits in terms of health,
>education of children, and so forth. In the U.K., in advising the 1998
>Moser group, whose work lead to the present Skills for Life Strategy, I
>called this getting "more power for the pound!"
>
>
>Tom Sticht
>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov 
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/SpecialTopics 
>Email delivered to sabrina_kurtz-rossi at comcast.net 
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov 
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics 
>Email delivered to pcivins at bostonpartners.org
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to cheriew at advocap.org
>  
>

-- 

________________________________________
Cherie Witkowski-Director  (920)398-3907
Literacy Services         1-800-631-6617
ADVOCAP               Cell:(920)229-2910
W911 Hwy 44           Fax: (920)398-2103
Markesan, WI 53946   cheriew at advocap.org
________________________________________
"One of the greatest gifts adults can
give -- to their offspring and to their
society -- is to read to children."
          ~Carl Sagan~

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From djrosen at comcast.net  Tue Sep 11 17:27:15 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 11 Sep 2007 17:27:15 -0400
Subject: [SpecialTopics 594]  Community Literacy
Message-ID: <FCCAC5F9-2D05-4814-A8CD-8FEBC0F5A6B0@comcast.net>

John, Pamela, Juliet, Barbara, and other guests,

I wonder if you might address some of these questions, based on your  
experience in Asia, Africa, Europe or elsewhere:

1. What can U.S. adult education programs learn from other countries?

2. What content areas are integrated into other countries? adult or  
nonformal education programs ? reading, writing, numeracy, science,  
social sciences. health, civics education, livelihoods development,  
entrepreneur skills, values, education, certification or credential  
preparation? Other content? What kinds of topics are discussed? What  
kinds of activities are incorporated?

3. How do the programs in the countries you are familiar with  
integrate "real life" learning opportunities for participants?

4. Can this be transferred from an international setting to the US?  
If so, how?

5. How are what participants learn transferred to family and  
community members?

and these two new questions:

6. Have you seen interesting uses of technology (defined broadly, not  
just computers but also portable keyboards, mobile phones, battery- 
operated video projectors, and other appropriate technologies) in  
other countries that programs in the U.S. might consider?

7. Have you seen programs or projects in which literacy activity in a  
community is increased through local or community publishing? If so,  
are there models  for adult literacy educators in the U.S. to  
emulate? I am thinking of the extraordinary influence on practice  
that Jane Mace and Ruth Lesirge had in Massachusetts in the 1980's  
when they came to talk with us about community publishing in  
England.  ( http://wiki.literacytent.org/index.php/Jane_Mace )

David J. Rosen
Special Topics Discussion Leader
djrosen at comcast.net

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From djrosen at comcast.net  Tue Sep 11 19:19:45 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 11 Sep 2007 19:19:45 -0400
Subject: [SpecialTopics 595] International Literacy: Featured Guests: Brenda
	Bell, Ujwala Samant and Erik Jacobson
Message-ID: <21554FDB-591B-4D34-B424-E8113772144D@comcast.net>

Colleagues,

Wednesday's featured guests are Brenda Bell and Ujwala Samant.  
Thursday's featured guest is Erik Jacobson. Below are their short  
bios and suggested readings.

I would like to add a few more questions, for them and other guests:

8.  How are other countries managing to embed language and literacy  
development into services designed to help adults get jobs with a  
future?

9. What do participants most get out of the programs that you have  
been involved with?  Conversation skills, reading skills, writing  
skills, employment skills, empowerment, preparation for postsecondary  
education, computer skills?
If you have been involved in developing integrated curriculum, what  
are the main goals of curriculum development in international contexts?

10. How is success measured in programs in other countries?  What  
sorts of metrics are used?

Brenda Bell

Brenda Bell, for many years Associate Director of the Center for  
Literacy Studies, University of Tennessee and Coordinator of the EFF  
National Center, is currently an education advisor with the Global  
Learning Group of the Education Development Center (EDC).  In 2004  
and 2005, she provided support to EDC?s Afghanistan Literacy and  
Community Empowerment Project which links literacy with governance  
and economic development activities in 200 rural villages. For the  
past year, she has been technical advisor to EQuALLS, an education  
quality and livelihood skills program in over 900 barangays in the  
western Mindanao area of the Philippines. Additionally, Brenda  
assists with program assessment, design and development activities in  
other countries. With many years of experience in nonformal and adult  
education in the U.S., Brenda (a former Peace Corps volunteer) is  
enjoying the opportunities and challenges of working outside of the  
U.S. She lives in Maryville, TN.

Suggested Reading: Developing Adult Literacy: Approaches to planning,  
implementing and delivering literacy initiatives to be published in  
hard copy by Oxfam on September 30th. The publisher has graciously  
made the book available online at no charge  in PDF or Word file  
formats for this discussion.  You will find it at http:// 
publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
or (short form of Web address)  http://tinyurl.com/2gufzt

Dr. Ujwala Samant

Ujwala Samant is director of Learning for Life UK, a small NGo  
working in India, Pakistan, Afghanistan and the UK. Under her  
leadership, LfL has stabilized financially and added new, larger  
projects and more than tripled their annual income. She was a senior  
researcher at the National Center for the Study of Adult Learning and  
Literacy at Rutgers University, USA. Her research foci include  
gender, immigrant education, ESOL, learner engagement and voice. She  
has taught at the International Literacy Institute at the
University of Pennsylvania, and been a consultant in the field of  
development, education and gender. Her doctoral research examined the  
links between literacy and social change amongst women in Mumbai  
slums. She received The UK Asian Woman of Achievement 2007 award for  
Social and Humanitarian work

Dr. Erik Jacobson

Erik Jacobson is an Assistant Professor at Montclair State University  
in New Jersey, where he works in the Early Childhood, Elementary and  
Literacy Education Department. One of his research interests is the  
goals that teachers and students set for themselves in Japanese adult  
basic education classes (literacy and Japanese as a Second Language).  
He has been looking at this topic for almost 10 years, and he  
recently returned from visiting programs in Osaka and Nara. Erik is  
also the co-area leader of the Adult Literacy Education Wiki section  
on World Literacy and Nonformal Education, and he maintains a page on  
world literacy news.

Suggested Web sites:

Sample Story

http://home.kyodo.co.jp/modules/fstStory/index.php?storyid=305624

Context for Japanese ABE

?Multicultural?
http://search.japantimes.co.jp/cgi-bin/fl20070327zg.html

Buraku Discrimination
http://blhrri.org/blhrri_e/blhrri/buraku.htm

Organization

Japan Society for the Study of Adult and Community Education
http://wwwsoc.nii.ac.jp/jssace/index-e.html

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From j.merrifield at zen.co.uk  Wed Sep 12 03:06:20 2007
From: j.merrifield at zen.co.uk (Juliet Merrifield)
Date: Wed, 12 Sep 2007 08:06:20 +0100
Subject: [SpecialTopics 596] Re: Community Literacy
In-Reply-To: <FCCAC5F9-2D05-4814-A8CD-8FEBC0F5A6B0@comcast.net>
Message-ID: <000701c7f50b$6fca9020$3b00a8c0@Megan>

Re. technology:  there is, of course, a lot of experimenting with
e-learning in the UK, but it's probably not very different from what's
going on in the US.  More intriguing is an example from the Gambia (it's
in the Language of Literacy chapter in our Oxfam book) on how mobile
phone technology has transformed communication for deaf people.  This
was incorporated into a programme of sign language and literacy.  I
hadn't really thought about the importance of texting versus voice
phone, and of course it is a very particular literacy.  Anyone else know
something similar/
 
Juliet
 
Juliet Merrifield
-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: 11 September 2007 22:27
To: specialtopics at nifl.gov
Subject: [SpecialTopics 594] Community Literacy
 
John, Pamela, Juliet, Barbara, and other guests,
 
I wonder if you might address some of these questions, based on your
experience in Asia, Africa, Europe or elsewhere:
 
1. What can U.S. adult education programs learn from other countries?
 
2. What content areas are integrated into other countries' adult or
nonformal education programs - reading, writing, numeracy, science,
social sciences. health, civics education, livelihoods development,
entrepreneur skills, values, education, certification or credential
preparation? Other content? What kinds of topics are discussed? What
kinds of activities are incorporated?
 
3. How do the programs in the countries you are familiar with integrate
"real life" learning opportunities for participants?
 
4. Can this be transferred from an international setting to the US? If
so, how?
 
5. How are what participants learn transferred to family and community
members? 
 
and these two new questions:
 
6. Have you seen interesting uses of technology (defined broadly, not
just computers but also portable keyboards, mobile phones,
battery-operated video projectors, and other appropriate technologies)
in other countries that programs in the U.S. might consider?
 
7. Have you seen programs or projects in which literacy activity in a
community is increased through local or community publishing? If so, are
there models  for adult literacy educators in the U.S. to emulate? I am
thinking of the extraordinary influence on practice that Jane Mace and
Ruth Lesirge had in Massachusetts in the 1980's when they came to talk
with us about community publishing in England.  (
http://wiki.literacytent.org/index.php/Jane_Mace ) 
 
David J. Rosen
Special Topics Discussion Leader
djrosen at comcast.net
 
 
 
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From BBell at edc.org  Wed Sep 12 07:36:18 2007
From: BBell at edc.org (Brenda Bell)
Date: Wed, 12 Sep 2007 07:36:18 -0400
Subject: [SpecialTopics 597] Re: International Literacy: Featured Guests:
	BrendaBell, Ujwala Samant and Erik Jacobson
References: <21554FDB-591B-4D34-B424-E8113772144D@comcast.net>
Message-ID: <35589DD47219F14BBFE1446979A831B407BD5969@athena.ad.edc.org>

Good morning. I'd like to respond first to David's question 7 about increased literacy activity through community publishing.  
 
The Afghanistan Literacy and Community Empowerment Program (LCEP) combined literacy for youth and young adults with community development activities in rural Afghan villages.  Village community development councils (one for women, one for men) helped organize the literacy classes by finding and furnishing a place for classes to meet, finding village residents to be teachers, and providing oversight and (non-financial) support. In many villages, some council members were also literacy learners.  The curriculum guides, developed specifically for this context, involved learners in community activities and brought community members into the classes as resource people.  Learners attended council meetings and published a community newsletter that gave news from the meetings along with other items of interest.  In this case, 'publishing' meant posting a one or two page document on the community bulletin board.  In places like rural Afghanistan, where reading materials are rare, these postings (and other writings by learners) were important sources of literacy learning for the larger community.
 
I've used the past tense in describing LCEP as phase one has been completed, and phase two of the program is awaiting funding.  More descriptions and some materials can be found at lcep.edc.org
 
Brenda
 

________________________________

From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
Sent: Tue 9/11/2007 7:19 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 595] International Literacy: Featured Guests: BrendaBell, Ujwala Samant and Erik Jacobson

Colleagues, 

Wednesday's featured guests are Brenda Bell and Ujwala Samant. Thursday's featured guest is Erik Jacobson. Below are their short bios and suggested readings. 

I would like to add a few more questions, for them and other guests:

8.  How are other countries managing to embed language and literacy development into services designed to help adults get jobs with a future?

9. What do participants most get out of the programs that you have been involved with?  Conversation skills, reading skills, writing skills, employment skills, empowerment, preparation for postsecondary education, computer skills?
If you have been involved in developing integrated curriculum, what are the main goals of curriculum development in international contexts?  

10. How is success measured in programs in other countries?  What sorts of metrics are used?
 
Brenda Bell
 
Brenda Bell, for many years Associate Director of the Center for Literacy Studies, University of Tennessee and Coordinator of the EFF National Center, is currently an education advisor with the Global Learning Group of the Education Development Center (EDC).  In 2004 and 2005, she provided support to EDC's Afghanistan Literacy and Community Empowerment Project which links literacy with governance and economic development activities in 200 rural villages. For the past year, she has been technical advisor to EQuALLS, an education quality and livelihood skills program in over 900 barangays in the western Mindanao area of the Philippines. Additionally, Brenda assists with program assessment, design and development activities in other countries. With many years of experience in nonformal and adult education in the U.S., Brenda (a former Peace Corps volunteer) is enjoying the opportunities and challenges of working outside of the U.S. She lives in Maryville, TN.
 
Suggested Reading: Developing Adult Literacy: Approaches to planning, implementing and delivering literacy initiatives to be published in hard copy by Oxfam on September 30th. The publisher has graciously made the book available online at no charge  in PDF or Word file formats for this discussion.  You will find it at http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
or (short form of Web address)  http://tinyurl.com/2gufzt 

Dr. Ujwala Samant
 
Ujwala Samant is director of Learning for Life UK, a small NGo working in India, Pakistan, Afghanistan and the UK. Under her leadership, LfL has stabilized financially and added new, larger projects and more than tripled their annual income. She was a senior researcher at the National Center for the Study of Adult Learning and Literacy at Rutgers University, USA. Her research foci include gender, immigrant education, ESOL, learner engagement and voice. She has taught at the International Literacy Institute at the
University of Pennsylvania, and been a consultant in the field of development, education and gender. Her doctoral research examined the links between literacy and social change amongst women in Mumbai slums. She received The UK Asian Woman of Achievement 2007 award for Social and Humanitarian work

Dr. Erik Jacobson
 
Erik Jacobson is an Assistant Professor at Montclair State University in New Jersey, where he works in the Early Childhood, Elementary and Literacy Education Department. One of his research interests is the goals that teachers and students set for themselves in Japanese adult basic education classes (literacy and Japanese as a Second Language). He has been looking at this topic for almost 10 years, and he recently returned from visiting programs in Osaka and Nara. Erik is also the co-area leader of the Adult Literacy Education Wiki section on World Literacy and Nonformal Education, and he maintains a page on world literacy news.
 
Suggested Web sites:
 
Sample Story
 
http://home.kyodo.co.jp/modules/fstStory/index.php?storyid=305624
 
Context for Japanese ABE
 
"Multicultural"
http://search.japantimes.co.jp/cgi-bin/fl20070327zg.html
 
Buraku Discrimination
http://blhrri.org/blhrri_e/blhrri/buraku.htm
 
Organization
 
Japan Society for the Study of Adult and Community Education
http://wwwsoc.nii.ac.jp/jssace/index-e.html
 
 
David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From fmumford at msde.state.md.us  Wed Sep 12 08:17:17 2007
From: fmumford at msde.state.md.us (Fran Mumford)
Date: Wed, 12 Sep 2007 08:17:17 -0400
Subject: [SpecialTopics 598] Re: Community Literacy
In-Reply-To: <000701c7f50b$6fca9020$3b00a8c0@Megan>
References: <FCCAC5F9-2D05-4814-A8CD-8FEBC0F5A6B0@comcast.net>
	<000701c7f50b$6fca9020$3b00a8c0@Megan>
Message-ID: <2433CF3169B9054193EB844AC38230CC0A438F39@msebex1.msde.net>

I understand that down-under, radio is used for K-12 learning as well
especially in the outback.  Perhaps there is someone in this discussion
group who knows more than I do about the use of this technology who can
tell us more.

 

In a sense, we have radio learning opportunities through NPR.  Many of
these opportunities are more content specific and not designed for
literacy or skill development.  The religious community has mastered the
use of the radio to reach people.   We in literacy education could reach
many individuals if we could perfect this approach.

Fran

 

Dr. Fran Tracy-Mumford

Academic Program Coordinator

Correctional Education

Maryland State Department of Education

200 W. Baltimore Street

Baltimore, MD 21201

phone: 410.767.0732

fax: 410.333.2254

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Juliet Merrifield
Sent: Wednesday, September 12, 2007 3:06 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 596] Re: Community Literacy

 

Re. technology:  there is, of course, a lot of experimenting with
e-learning in the UK, but it's probably not very different from what's
going on in the US.  More intriguing is an example from the Gambia (it's
in the Language of Literacy chapter in our Oxfam book) on how mobile
phone technology has transformed communication for deaf people.  This
was incorporated into a programme of sign language and literacy.  I
hadn't really thought about the importance of texting versus voice
phone, and of course it is a very particular literacy.  Anyone else know
something similar/

 

Juliet

 

Juliet Merrifield

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: 11 September 2007 22:27
To: specialtopics at nifl.gov
Subject: [SpecialTopics 594] Community Literacy

 

John, Pamela, Juliet, Barbara, and other guests,

 

I wonder if you might address some of these questions, based on your
experience in Asia, Africa, Europe or elsewhere:

 

1. What can U.S. adult education programs learn from other countries?

 

2. What content areas are integrated into other countries' adult or
nonformal education programs - reading, writing, numeracy, science,
social sciences. health, civics education, livelihoods development,
entrepreneur skills, values, education, certification or credential
preparation? Other content? What kinds of topics are discussed? What
kinds of activities are incorporated?

 

3. How do the programs in the countries you are familiar with integrate
"real life" learning opportunities for participants?

 

4. Can this be transferred from an international setting to the US? If
so, how?

 

5. How are what participants learn transferred to family and community
members? 

 

and these two new questions:

 

6. Have you seen interesting uses of technology (defined broadly, not
just computers but also portable keyboards, mobile phones,
battery-operated video projectors, and other appropriate technologies)
in other countries that programs in the U.S. might consider?

 

7. Have you seen programs or projects in which literacy activity in a
community is increased through local or community publishing? If so, are
there models  for adult literacy educators in the U.S. to emulate? I am
thinking of the extraordinary influence on practice that Jane Mace and
Ruth Lesirge had in Massachusetts in the 1980's when they came to talk
with us about community publishing in England.  (
http://wiki.literacytent.org/index.php/Jane_Mace ) 

 

David J. Rosen

Special Topics Discussion Leader

djrosen at comcast.net

 

 

 

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From Janet_Isserlis at brown.edu  Wed Sep 12 08:36:14 2007
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Wed, 12 Sep 2007 08:36:14 -0400
Subject: [SpecialTopics 599]  text communication
In-Reply-To: <000701c7f50b$6fca9020$3b00a8c0@Megan>
Message-ID: <C30D557E.1A9DE%Janet_Isserlis@brown.edu>

Juliet and all

I've observed, among participants in a Deaf literacy program here in
Providence that people use sidekicks (a T Mobile phone?) extensively.  I
first became aware of it when a Deaf learner showed up at my office, which
is not far from the building where classes are held.   We didn't know the
room # of the building, and as I was using the regular land line to try to
call someone at the university to find out where the class was held, this
learner was using his side kick to send a text message to the program
coordinator.

I was particularly struck by his fluidity and fluency (if I may use those
terms) with generate the text message (I can't bring myself to say
"texting") -- particularly after having seen his hand writing, which was
very much that of a basic basic level writer.  Made me really stop and think
about what "writing" is and how literacy manifests itself ? as we know ? in
so many ways.  Also puts me in mind of work that Glenn Young and others are
doing in figuring out ways to utilize technology in service to people whose
literacy abilities may seem limited, but ? with the use of technology ? are
not.  In other words, the specific skills of spelling, decoding are
subordinate to the larger abilities of thinking and expression.

Other thoughts?

Janet Isserlis

From: Juliet Merrifield <j.merrifield at zen.co.uk>
Reply-To: <specialtopics at nifl.gov>
Date: Wed, 12 Sep 2007 08:06:20 +0100
To: <specialtopics at nifl.gov>
Subject: [SpecialTopics 596] Re: Community Literacy

Re. technology:  there is, of course, a lot of experimenting with e-learning
in the UK, but it?s probably not very different from what?s going on in the
US.  More intriguing is an example from the Gambia (it?s in the Language of
Literacy chapter in our Oxfam book) on how mobile phone technology has
transformed communication for deaf people.  This was incorporated into a
programme of sign language and literacy.  I hadn?t really thought about the
importance of texting versus voice phone, and of course it is a very
particular literacy. Anyone else know something similar/
 
Juliet
 

Juliet Merrifield

-----Original Message-

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From sabrina_kurtz-rossi at comcast.net  Wed Sep 12 08:49:24 2007
From: sabrina_kurtz-rossi at comcast.net (Sabrina Kurtz-Rossi)
Date: Wed, 12 Sep 2007 08:49:24 -0400
Subject: [SpecialTopics 600] Re: What International Literacy	Programs
	OfferPrograms in the U.S.
In-Reply-To: <46E702D3.90209@advocap.org>
Message-ID: <20070912124918.7425411BCE@mail.nifl.gov>

Cherie, 

Wisconsin is doing some really great work in this area.  Thanks for the
info.  I will get into this discussion next week.  

Sabrina 

-------------------------------
Sabrina Kurtz-Rossi, M.Ed., Health & Literacy Consultant
Coordinator, Health Information Literacy Research Project
Medical Library Association
781-835-6488 phone; 781-391-4409 fax;
sabrina_kurtz-rossi at comcast.net

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Cherie Witkowski
Sent: Tuesday, September 11, 2007 5:04 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 593] Re: What International Literacy Programs
OfferPrograms in the U.S.

Sabrina,
This may be helpful for you. I went to a Summit on Health Literacy in 
Wisconsin and found the statistics amazing. Here is some very vital 
information for you. You may be interested in connecting to the next web 
cast.
Cherie

September 17-21, 2007:  Health Literacy Results from the 2003 NAAL

In this discussion we will look at the results of the health literacy
data from the 2003 NAAL. Our guests will be Cynthia Baur from CDC, who
was in charge of the health literacy component of the NAAL, and Mark
Kutner from AIR, who was directly involved in the implementation of the
study. Using the Institute's recent webcast as an introduction to these
results, we will look at the main trends in the status and demographics
of health literacy skills in the U.S., and identify objectives for the
field based on these results.

Anyone can join the National Institute for Literacy (NIFL) Health
Literacy discussion list for free at this link:
http://www.nifl.gov/mailman/listinfo/healthliteracy 

Guest Bios:

Cynthia Baur, Ph.D., is the Director, Division of Health Communication
and Marketing, National Center for Health Marketing, Centers for Disease
Control and Prevention, U.S. Department of Health and Human Services
(HHS). The Division is responsible for a wide variety of health
communication and marketing activities and projects, including promoting
health literacy improvement. Prior to her current position, Dr. Baur was
the senior health communication advisor in the Office of Disease
Prevention and Health Promotion (ODPHP), HHS. In ODPHP, she led the
Healthy People 2010 Health Communication Focus Area that includes the
national objective to improve health literacy. She is the co-chair of
the HHS workgroup on health literacy. She was the HHS lead on the 2003
National Assessment of Adult Literacy (NAAL), managed the development of
the national health literacy action plan in Communicating Health:
Priorities and Strategies for Progress (2003) and organized the Surgeon
General's Workshop on Improving Health Literacy. Dr. Baur holds a Ph.D.
in Communication from the University of California, San Diego.      

Mark Kutner, AIR
(bio on the way)

Discussion Preparation:

See the report: The Health Literacy of America's Adults: Results from
the 2003 National Assessment of Adult Literacy:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483

View the National Institute for Literacy's recent webcast about the
NAAL Health Literacy Results:
http://www.nifl.gov/nifl/webcasts/NAALhealth/webcast0829.html

Please go to this link for updated information about the discussion:
http://www.nifl.gov/lincs/discussions/healthliteracy/07healthNAAL.html 

Pamela Civins wrote:

>Sabrina,
>
>I'm not certain this will be helpful, but I just did a search and ended up
at a Web site put together by the Harvard School of Public Health -
http://www.hsph.harvard.edu/healthliteracy/lit_2000.html .  There are
annotations of articles published in 2000 - a bit more recent than 1989.  
>
>Best,
>Pamela
>
>
>
>  
>
>>>>"Sabrina Kurtz-Rossi" <sabrina_kurtz-rossi at comcast.net> 9/10/2007 10:56
PM >>>
>>>>        
>>>>
>Here is a straight forward question for all of you.  I have a classic
>(meaning old) article entitle "Literacy and Health Status in Developing
>Countries" by R.N. Grosse and C. Auffrey. Annu. Rev. Public Health. 1989.
>10:281-97.  Are any of you familiar with it?  It is an excellent review of
>the literature describing numerous international studies showing a direct
>relationship between increased literacy and improved health.  I have been
>looking for a more recent review of the literature on the topic but have
not
>been able to find one.  Do any of you have a citation to recommend?
Thanks.
>
>
>Sabrina
>
>-------------------- 
>Sabrina Kurtz-Rossi, M.Ed., Coordinator 
>Health Information Literacy Research Project 
>Medical Library Association
>781-835-6488 phone; 781-391-4409 fax;
>sabrina_kurtz-rossi at comcast.net 
>
>
>-----Original Message-----
>From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] 
>On Behalf Of tsticht at znet.com 
>Sent: Monday, September 10, 2007 5:56 PM
>To: specialtopics at nifl.gov 
>Subject: [SpecialTopics 583] What International Literacy Programs
>OfferPrograms in the U.S.
>
>Colleagues: I am enjoying reading the comments on this special topic about
>What International Literacy Programs Offer Programs in the U.S. A couple of
>the lessons I have learned come from reading close to a thousand
>applications for UNESCO literacy prizes in 25 years of work on UNESCO's
>international jury that selects the annual prize winners. Some of you have
>discussed one or more of these lessons learned. The two lessons are (1)
>there are generally multipler effects from literacy programs, and (2)
>there are often intergenerational effects from literacy programs (actually,
>this is a sub-set of the multiplier effects). Though not all effects are
>always found in all programs, there are usually more than one effect from
>literacy programs in addition to the improvement of adult literacy
>abilities. These multiplier effects have implications for advocacy for
>adult literacy education. Here is a little expansion of these two lessons:
>
> (1) Multiplier effects: Governments can expect multiple returns on
>investments in adult literacy education in at least five areas:
>
>1. Improved productivity at work, at home,  and in the community leading to
>higher tax bases for communities, decreased violence at home and in the
>community, and greater participation in citizenship activities by a larger
>segment of the adult population.
>
>2. Improved self confidence and other psychological and physiological
>aspects of health of adults, including activities that will help the brain
>grow throughout adulthood and contribute to reduced medical costs for
>adults as they age.
>
>3.  Improved health of adult's children due to learning in adult education
>programs leading to  better prenatal and postnatal care, reductions in low
>birth rate infants, and better home medical care, thereby contributing to
>lowered medical costs for children and fewer learning problems in school.
>
>4. Improved social justice from providing literacy education for
>marginalized populations to permit them to  acquire skills and knowledge
>needed to take political action that allows them to achieve their civil
>rights and to overcome social exclusion  and join in the mainstream of
>society.
>
>5. Improved  productivity in the schools by providing adults with the
>knowledge they need to better prepare their children to enter school, help
>them achieve in school, encourage them to stay in school and increase their
>opportunities to  enroll in higher education.
>
> (2) Adult literacy programs often have intergenerational consequences, 
>meaning that, as suggested in item 5 above,  improving adult literacy,
>especially that of women, increases the likelihood  of children's
>participation, persistence, and achievement in education.
>
>This intergenerational effect of adult literacy education has been
expressed
>as educational policy by Rosa Maria Torres, a member of the UNESCO
>International Jury for Literacy Prizes in 2001-2002. She says, :"Adult
>Basic Education and Learning (ABLE) cannot continue to be viewed in
>isolation, as a separate educational goal . but rather as part of the
>overall education, training and learning system and policy at national and
>international level. .To educate children, it is essential to educate
>adults, not only (illiterate, poor) parents and caregivers (including
>teachers) but adults in general. Because it is adults and the adult society
>who make the critical decisions that affect children's well-being and
>development, at home, at school.... This is the importance of educating
>adults, for their own sake and for the sake of children, for the present
>and for future generations. .In fact, . the children's right to education
>should  include the right to educated parents."
>
> These two major lessons from international programs, i.e., multiplier
>effects and intergenerational effects provide a basis for advocating for
>greater investments in adult literacy education. In the U. S., I have
>referred to these multiple outcomes as providing "double duty dollars,"
>meaning that when we spend a dollar on adult literacy education, we may get
>not just a dollar of return in terms of improved literacy by the adult, but
>we may also get many additional dollars of benefits in terms of health,
>education of children, and so forth. In the U.K., in advising the 1998
>Moser group, whose work lead to the present Skills for Life Strategy, I
>called this getting "more power for the pound!"
>
>
>Tom Sticht
>
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov 
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/SpecialTopics 
>Email delivered to sabrina_kurtz-rossi at comcast.net 
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov 
>To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics 
>Email delivered to pcivins at bostonpartners.org
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to cheriew at advocap.org
>  
>

-- 

________________________________________
Cherie Witkowski-Director  (920)398-3907
Literacy Services         1-800-631-6617
ADVOCAP               Cell:(920)229-2910
W911 Hwy 44           Fax: (920)398-2103
Markesan, WI 53946   cheriew at advocap.org
________________________________________
"One of the greatest gifts adults can
give -- to their offspring and to their
society -- is to read to children."
          ~Carl Sagan~

From b.garner4 at verizon.net  Wed Sep 12 08:53:58 2007
From: b.garner4 at verizon.net (Barbara Garner)
Date: Wed, 12 Sep 2007 07:53:58 -0500 (CDT)
Subject: [SpecialTopics 601] Re: =?utf-8?q?=C3=82=C2=A0Community_Literacy?=
Message-ID: <24602444.4890401189601638141.JavaMail.root@vms124.mailsrvcs.net>

One literacy-related publishing phenomenon is that of ARED, in Senegal. A good description of its evolution can be found at http://www.worldbank.org/afr/ik/iknt38.pdf

Briefly, ARED grew out of a few other attempts to build upon the fantastic interest given a Pulaar language novel written in 1958. A growing interest in African language literacy programs and a desire among Pulaar speakers in Senegal not to be swamped by the majority Woloof speakers, as well as concerted efforts over year has made ARED's publishing business wildly successful. It has encouraged writers and provided low cost books that are great reads. ARED also develops literacy materials and has been a leader in the literacy activities in Senegal.

Barb Garner 
.  =====================
From: "David J. Rosen" <djrosen at comcast.net>
Date: 2007/09/11 Tue PM 04:27:15 CDT
To: specialtopics at nifl.gov
Subject: [SpecialTopics 594]  Community Literacy

<HTML><BODY style="word-wrap: break-word; -khtml-nbsp-mode: space; -khtml-line-break: after-white-space; "><DIV>John, Pamela, Juliet, Barbara, and other guests,</DIV><DIV><BR class="khtml-block-placeholder"></DIV><DIV>I wonder if you might address some of these questions, based on your experience in Asia, Africa, Europe or elsewhere:</DIV><DIV><BR class="khtml-block-placeholder"></DIV><DIV>1. What can U.S. adult education programs learn from other countries?</DIV><DIV><BR></DIV><DIV>2. What content areas are integrated into other countries??? adult or??nonformal education programs ??? reading, writing, numeracy, science,??social sciences. health, civics education, livelihoods development,??entrepreneur skills, values, education, certification or credential??preparation? Other content? What kinds of topics are discussed? What??kinds of activities are incorporated?</DIV><DIV><BR></DIV><DIV>3. How do the programs in the countries you are familiar with integrate??"real life" learning opportunities for participants?</DIV><DIV><BR></DIV><DIV>4. Can this be transferred from an international setting to the US? If??so, how?</DIV><DIV><BR></DIV><DIV>5. How are what participants learn transferred to family and community??members???</DIV><DIV><BR class="khtml-block-placeholder"></DIV><DIV><SPAN class="Apple-style-span">and these <B>t</B><B>wo new questions:</B></SPAN></DIV><DIV><BR class="khtml-block-placeholder"></DIV><DIV>6. Have you seen interesting uses of technology (defined broadly, not just computers but also portable keyboards, mobile phones, battery-operated video projectors, and other appropriate technologies) in other countries that programs in the U.S. might consider?</DIV><DIV><BR class="khtml-block-placeholder"></DIV><DIV>7. Have you seen programs or projects in which literacy activity in a community is increased through local or community publishing? If so, are there models?? for adult literacy educators in the U.S. to emulate? I am thinking of the extraordinary influence on practice that Jane Mace and Ruth Lesirge had in Massachusetts in the 1980's when they came to talk with us about community publishing in England.?? (??<A href="http://wiki.literacytent.org/index.php/Jane_Mace">http://wiki.literacytent.org/index.php/Jane_Mace</A> )??</DIV><BR><DIV> <DIV>David J. Rosen</DIV><DIV>Special Topics Discussion Leader</DIV><DIV><A href="mailto:djrosen at comcast.net">djrosen at comcast.net</A></DIV><DIV><BR class="khtml-block-placeholder"></DIV><BR class="Apple-interchange-newline"> </DIV><BR></BODY></HTML>

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to b.garner4 at verizon.net

From djrosen at comcast.net  Wed Sep 12 08:58:24 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 12 Sep 2007 08:58:24 -0400
Subject: [SpecialTopics 602] Using mobile phone technology for adult
	literacy and basic skills
In-Reply-To: <000701c7f50b$6fca9020$3b00a8c0@Megan>
References: <000701c7f50b$6fca9020$3b00a8c0@Megan>
Message-ID: <89D68D08-F1CA-4931-B299-CAFF5304FBB3@comcast.net>

Colleagues,

Juliet has pointed to an area where I believe other countries have  
much to offer adult education programs in the U.S.

In the U.K., Australia, and South Africa there have been projects for  
young adults which deliver (some) instruction by mobile phone. http:// 
www.m-learning.org/demos/demo.htm

In the Philippines, through the SEAMEO INNOTECH Text to Teach  
program, teachers of science in remote areas get a library of top- 
quality, Philippines-made instructional videos delivered to them by  
mobile phone that they then transfer to the computers in their  
classrooms. This is for K-12, but I hope it will also some day be  
offered to adults.

I don't see much experimenting with mobile phones in adult education  
the U.S. For those interested in exploring mobile learning (m- 
learning) here's a place to start:

http://alri.org/litlist/mlearning.html

I wonder if other guests -- or subscribers -- have examples of the  
use of mobile (cell) phones for delivering adult literacy education  
instruction.

David J. Rosen
Special Topics Discussion Leader
djrosen at comcast.net

On Sep 12, 2007, at 3:06 AM, Juliet Merrifield wrote:

> Re. technology:  there is, of course, a lot of experimenting with e- 
> learning in the UK, but it?s probably not very different from  
> what?s going on in the US.  More intriguing is an example from the  
> Gambia (it?s in the Language of Literacy chapter in our Oxfam book)  
> on how mobile phone technology has transformed communication for  
> deaf people.  This was incorporated into a programme of sign  
> language and literacy.  I hadn?t really thought about the  
> importance of texting versus voice phone, and of course it is a  
> very particular literacy.  Anyone else know something similar/
>
>
>
> Juliet
>
>
>
> Juliet Merrifield
>
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics- 
> bounces at nifl.gov] On Behalf Of David J. Rosen
> Sent: 11 September 2007 22:27
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 594] Community Literacy
>
>
>
> John, Pamela, Juliet, Barbara, and other guests,
>
>
>
> I wonder if you might address some of these questions, based on  
> your experience in Asia, Africa, Europe or elsewhere:
>
>
>
> 1. What can U.S. adult education programs learn from other countries?
>
>
>
> 2. What content areas are integrated into other countries? adult or  
> nonformal education programs ? reading, writing, numeracy, science,  
> social sciences. health, civics education, livelihoods development,  
> entrepreneur skills, values, education, certification or credential  
> preparation? Other content? What kinds of topics are discussed?  
> What kinds of activities are incorporated?
>
>
>
> 3. How do the programs in the countries you are familiar with  
> integrate "real life" learning opportunities for participants?
>
>
>
> 4. Can this be transferred from an international setting to the US?  
> If so, how?
>
>
>
> 5. How are what participants learn transferred to family and  
> community members?
>
>
>
> and these two new questions:
>
>
>
> 6. Have you seen interesting uses of technology (defined broadly,  
> not just computers but also portable keyboards, mobile phones,  
> battery-operated video projectors, and other appropriate  
> technologies) in other countries that programs in the U.S. might  
> consider?
>
>
>
> 7. Have you seen programs or projects in which literacy activity in  
> a community is increased through local or community publishing? If  
> so, are there models  for adult literacy educators in the U.S. to  
> emulate? I am thinking of the extraordinary influence on practice  
> that Jane Mace and Ruth Lesirge had in Massachusetts in the 1980's  
> when they came to talk with us about community publishing in  
> England.  ( http://wiki.literacytent.org/index.php/Jane_Mace )
>
>
>
> David J. Rosen
>
> Special Topics Discussion Leader
>
> djrosen at comcast.net
>
>
>
>
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

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From djrosen at comcast.net  Wed Sep 12 09:13:31 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 12 Sep 2007 09:13:31 -0400
Subject: [SpecialTopics 603] Announcement: The Components of Numeracy
	Discussion
Message-ID: <F5CCE532-3D3D-4AD4-868F-ED4AC257D7AF@comcast.net>

Colleagues,

 From September 17th - 21st, the Special Topics list will hold a  
discussion with Mary Jane Schmitt, Myrna Manly and Dr. Lynda  
Ginsburg, authors of The Components of Numeracy, an occasional paper  
published by the National Center for the Study of Adult Learning and  
Literacy in December 2006.

For more information, please go to:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

or the short Web address:

http://tinyurl.com/yvo6hf

Your colleagues who may wish to join this discussion can subscribe by  
going to

http://www.nifl.gov/mailman/listinfo/specialtopics

After you complete the simple registration form (30 seconds) you will  
receive an email asking you to confirm that you wish to subscribe.  
Immediately reply to the email to complete your subscription. After  
the discussion ends you can unsubscribe from the same Web address, or  
stay on for the next discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From rejoicer at aol.com  Wed Sep 12 09:49:08 2007
From: rejoicer at aol.com (rejoicer at aol.com)
Date: Wed, 12 Sep 2007 09:49:08 -0400
Subject: [SpecialTopics 604] Re: Using mobile phone technology for adult
 literacy and basic skills
In-Reply-To: <89D68D08-F1CA-4931-B299-CAFF5304FBB3@comcast.net>
References: <000701c7f50b$6fca9020$3b00a8c0@Megan>
	<89D68D08-F1CA-4931-B299-CAFF5304FBB3@comcast.net>
Message-ID: <8C9C35AD347D196-CA4-7BFD@Webmail-mg12.sysops.aol.com>

Actually M-Learning is a hot topic in the e-learning industry and has applicability in the corporate sector, despite it's limitations regarding screen size. The eLearning Guild has published a report and has a research database you can play with and see the trends.... for a fee. There is a free download of the abstract of the report?as well as a free webinar recording on the site http://www.elearningguild.com/content.cfm?selection=doc.604. The eLearning Guild is the leader in the industry regarding all things e-learning related. The members tend to be corporate and academic. 

They do support (through volunteering and donations of a percentage of conference fees) LINGO, an organization that provides e-learning support to NGOs, so there's a remote connection to our international adult literacy?thread. :)

Jean Marrapodi
Providence, RI

-----Original Message-----
From: David J. Rosen <djrosen at comcast.net>
To: specialtopics at nifl.gov
Sent: Wed, 12 Sep 2007 8:58 am
Subject: [SpecialTopics 602] Using mobile phone technology for adult literacy and basic skills

Colleagues,

Juliet has pointed to an area where I believe other countries have much to offer adult education programs in the U.S.?

In the U.K., Australia, and South Africa there have been projects for young adults which deliver (some) instruction by mobile phone.?http://www.m-learning.org/demos/demo.htm

In the Philippines, through the SEAMEO INNOTECH Text to Teach program, teachers of science in remote areas get a library of top-quality, Philippines-made instructional videos delivered to them by mobile phone that they then transfer to the computers in their classrooms. This is for K-12, but I hope it will also some day be offered to adults.

I don't see much experimenting with mobile phones in adult education the U.S. For those interested in exploring mobile learning (m-learning) here's a place to start:?

http://alri.org/litlist/mlearning.html

I wonder if other guests -- or subscribers -- have examples of the use of mobile (cell) phones for delivering adult literacy education instruction.?

David J. Rosen

Special Topics Discussion Leader

djrosen at comcast.net

On Sep 12, 2007, at 3:06 AM, Juliet Merrifield wrote:

Re. technology:? there is, of course, a lot of experimenting with e-learning in the UK, but it?s probably not very different from what?s going on in the US.? More intriguing is an example from the Gambia (it?s in the Language of Literacy chapter in our Oxfam book) on how mobile phone technology has transformed communication for deaf people. ?This was incorporated into a programme of sign language and literacy.? I hadn?t really thought about the importance of texting versus voice phone, and of course it is a very particular literacy.? Anyone else know something similar/

?

Juliet

?

Juliet Merrifield

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: 11 September 2007 22:27
To: specialtopics at nifl.gov
Subject: [SpecialTopics 594] Community Literacy

?

John, Pamela, Juliet, Barbara, and other guests,

?

I wonder if you might address some of these questions, based on your experience in Asia, Africa, Europe or elsewhere:

?

1. What can U.S. adult education programs learn from other countries?

?

2. What content areas are integrated into other countries? adult or?nonformal education programs ? reading, writing, numeracy, science,?social sciences. health, civics education, livelihoods development,?entrepreneur skills, values, education, certification or credential?preparation? Other content? What kinds of topics are discussed? What?kinds of activities are incorporated?

?

3. How do the programs in the countries you are familiar with integrate?"real life" learning opportunities for participants?

?

4. Can this be transferred from an international setting to the US? If?so, how?

?

5. How are what participants learn transferred to family and community?members??

?

and these two new questions:

?

6. Have you seen interesting uses of technology (defined broadly, not just computers but also portable keyboards, mobile phones, battery-operated video projectors, and other appropriate technologies) in other countries that programs in the U.S. might consider?

?

7. Have you seen programs or projects in which literacy activity in a community is increased through local or community publishing? If so, are there models? for adult literacy educators in the U.S. to emulate? I am thinking of the extraordinary influence on practice that Jane Mace and Ruth Lesirge had in Massachusetts in the 1980's when they came to talk with us about community publishing in England.? (?http://wiki.literacytent.org/index.php/Jane_Mace )?

?

David J. Rosen

Special Topics Discussion Leader

djrosen at comcast.net

?

?

?

-------------------------------

National Institute for Literacy

Special Topics mailing list

SpecialTopics at nifl.gov

To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics

Email delivered to djrosen at comcast.net

David J. Rosen

djrosen at comcast.net

= 

-------------------------------
ational Institute for Literacy
pecial Topics mailing list
pecialTopics at nifl.gov
o unsubscribe or change your subscription settings, please go to 
ttp://www.nifl.gov/mailman/listinfo/SpecialTopics
mail delivered to rejoicer at aol.com

________________________________________________________________________
Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com
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From ejonline at comcast.net  Wed Sep 12 12:40:05 2007
From: ejonline at comcast.net (ejonline at comcast.net)
Date: Wed, 12 Sep 2007 16:40:05 +0000
Subject: [SpecialTopics 605]  International Literacy - What about Japan?
Message-ID: <091220071640.9168.46E81664000B1EA5000023D022064246130A0207040201060A@comcast.net>

Hi, all.  I just want to jump in for a second to note the reason for my silence about how Japanese ABE handles the topics and approaches covered the last several days.   Frankly, I have been hard pressed to relate the discussion so far to what is happening in Japan.  I can talk about this tomorrow, but the situation in Japan is unlike the other countries discussed.  It is a developed country that does not have a well-developed adult literacy system.  Much of what has been noted simply doesn't exist for students, teachers and schools. We can talk about that tomorrow. 

Erik Jacobson

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From: "David J. Rosen" <djrosen at comcast.net>
Subject: [SpecialTopics 602] Using mobile phone technology for adult literacy
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From lalumineuse at yahoo.com  Wed Sep 12 13:38:24 2007
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Wed, 12 Sep 2007 10:38:24 -0700 (PDT)
Subject: [SpecialTopics 606] Re: What International Literacy OfferPrograms
	in the U.S.
In-Reply-To: <mailman.5.1189526403.1919.specialtopics@nifl.gov>
Message-ID: <384075.22984.qm@web55112.mail.re4.yahoo.com>

Hello everyone,

In my experience in India and Pakistan, health,
nutrition and hygiene programmes seem to have a ripple
effect that is worth the initial investment made. The
common features of all the successful programmes that
I have observed include:

1. Women's groups
2. Culturally relevant training. (In the 60s-70s,
there was a disastrous US-funded contraception
programme involving Indian women in Rajasthan where it
was discovered that after a year of pill distribution,
there was no change in birth rates.)
3. Bringing training to people, rather than having
people come to training. Access to training
opportunities has been key in galvanising communities.

All the adult literacy materials I've been following
since 1990 include a strong component on health and
common sense approaches to dealing with typical
maladies. However, working in Pakistan has meant a
slightly different approach to health and reproduction
issues. We have been fortunate to link up with a well
respected organisation (Sungi) who have designed
training for our community members in the North West
Frontier Provinces (NWFP), known to be extremely
conservative. The earthquake in 2005 helped really
launch the community health programme. It emerged that
the communities with dynamic Village Education
Committees (VECs) who run the community schools were
most successful in accessing resources and in advocacy
work. This was one important indicator that getting a
core group (3 men, 3 women) trained and interested
resulted in sustainable community development.
Therefore, we agreed to train them, as well as
teachers and the School Monitoring Officers in health
issues which covered basic health, inoculation,
personal and community hygiene, maternal and infant
care and very very diplomatically, sex education.

This is quite in contrast to our project in Andhra
Pradesh, where a nine year old street child
demonstrated the use of a condom. HIV/AIDS is a huge
problem in Andhra, and most cases have been identified
during pregnancy. The Blue Box campaign of free
condoms has worked in flattening slightly, HIV/AIDS
infections, but more needs doing. The sex education
and puberty manuals designed and used by our partner
organsiations have extremely graphic illustrations and
the support group network (children and adults) is
extremely strong. One way that adult literacy (and
children's as well) has been addressed has also been
through the use of condoms: people need to know when
they are past their sell by date; and also to read
their prescriptions. We have had many instances where
the community has come together to clean up the space
around their homes, and teachers have reported that
within the first three months of the programme,
children came in looking neater, were lice-free and
were more alert in classes. Interestingly, the
nutritional and health checkup aspects of the
programme have resulted in better health and an
underspend in the line for medicines, and medical
treatment.

With all our partners, the campaigns have been brought
to the neighbourhoods where people in need of such
education and resources live. Community leaders and
'social mobilisers' have been trained to invite people
to join programmes. Demonstrations of health, hygiene
and nutrition are done in communities, by trained
members. In numerous cases, children and adolescents
who learn about health and hygiene in class, have gone
home and educated their parents. In Pakistan, our
partners reported that they were surprised at the high
turnouts when health days were conducted, and the high
levels of women's participation in organising them. In
one slum community in Lahore, children helped their
communities take part in the government-organised
immunisation campaign. 

There was a lot of groundwork done in each community,
and that is an important step. Programmes were set up
in communities, using materials that were culturally
relevant to them. 

Regards
Ujwala

--- specialtopics-request at nifl.gov wrote:

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>    1. [SpecialTopics 585] Re: What International
> Literacy
>       ProgramsOfferPrograms in the U.S. (Katherine
> G)
>    2. [SpecialTopics 586] Re: What International
> Literacy	Programs
>       OfferPrograms in the U.S. (Pamela Civins)
>    3. [SpecialTopics 587] Re: Learning transferred
> to family	and
>       communitymembers (Pamela Civins)
>    4. [SpecialTopics 588]  Family involvement in the
> Schools
>       (David J. Rosen)
> 
> 
> 

       
____________________________________________________________________________________
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From djrosen at comcast.net  Wed Sep 12 14:14:40 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 12 Sep 2007 14:14:40 -0400
Subject: [SpecialTopics 607] Re: What International Literacy OfferPrograms
	in the U.S.
In-Reply-To: <384075.22984.qm@web55112.mail.re4.yahoo.com>
References: <384075.22984.qm@web55112.mail.re4.yahoo.com>
Message-ID: <A36F35E8-BDB8-423E-A633-A7D241F0D0AC@comcast.net>

Hello Ujwala,

On Sep 12, 2007, at 1:38 PM, you wrote:

> In my experience in India and Pakistan, health,
> nutrition and hygiene programmes seem to have a ripple
> effect that is worth the initial investment made. The
> common features of all the successful programmes that
> I have observed include.... 3. Bringing training to people, rather  
> than having
> people come to training. Access to training
> opportunities has been key in galvanising communities.

I wonder if you can tell us more about what bringing training to  
people looks like -- what kinds of training? And what does bringing  
it to them mean? At community centers, ngo's rather than government  
organizations or schools or higher education institutions?  Something  
else?

And I wonder what you think similar strategies for bringing training  
to the people in the U.S. might look like.  Is this as simple as  
funding neighborhood CBO's  to do job skills training instead of ,or  
in addition to, communtity colleges? Does it involve embedding  
literacy and English language learning in job skills training? Or  
something else?

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From tkomendat at hotmail.com  Wed Sep 12 14:48:20 2007
From: tkomendat at hotmail.com (tina komendat)
Date: Wed, 12 Sep 2007 18:48:20 +0000
Subject: [SpecialTopics 608] Re: What International Literacy OfferProgramsin
	the U.S.
In-Reply-To: <A36F35E8-BDB8-423E-A633-A7D241F0D0AC@comcast.net>
Message-ID: <BAY123-F40A1C25C97E4719441B4D2A8C20@phx.gbl>

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From BBell at edc.org  Wed Sep 12 21:01:02 2007
From: BBell at edc.org (Brenda Bell)
Date: Wed, 12 Sep 2007 21:01:02 -0400
Subject: [SpecialTopics 609] Re: Using mobile phone technology for
	adultliteracy and basic skills
References: <000701c7f50b$6fca9020$3b00a8c0@Megan>
	<89D68D08-F1CA-4931-B299-CAFF5304FBB3@comcast.net>
Message-ID: <35589DD47219F14BBFE1446979A831B407BD596B@athena.ad.edc.org>

David and all --
 
First of all, I've been quiet today because I've been participating in an all-day retreat with EDC's Global Learning Group.  The issues under discussion with colleagues from around the world (Ghana, Mali, Palestine, the Philippines, Haiti and more) are issues that will resonate with literacy and basic skills programs here in the US:  access to learning opportunities; quality of instruction and instructional materials; relevance of the content - to name a few.
 
I would like to ask a question back to the participants in this discussion:  If you've had time to skim Part II of the Oxfam book (http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164 <http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164> ),  which approach to developing and implementing literacy programs do you use?  which approach do you think predominates here in the US? 
 
Brenda
 
 
 
 
 
 

________________________________

From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
Sent: Wed 9/12/2007 8:58 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 602] Using mobile phone technology for adultliteracy and basic skills

Colleagues, 

Juliet has pointed to an area where I believe other countries have much to offer adult education programs in the U.S. 

In the U.K., Australia, and South Africa there have been projects for young adults which deliver (some) instruction by mobile phone. http://www.m-learning.org/demos/demo.htm

In the Philippines, through the SEAMEO INNOTECH Text to Teach program, teachers of science in remote areas get a library of top-quality, Philippines-made instructional videos delivered to them by mobile phone that they then transfer to the computers in their classrooms. This is for K-12, but I hope it will also some day be offered to adults.

I don't see much experimenting with mobile phones in adult education the U.S. For those interested in exploring mobile learning (m-learning) here's a place to start: 

http://alri.org/litlist/mlearning.html

I wonder if other guests -- or subscribers -- have examples of the use of mobile (cell) phones for delivering adult literacy education instruction. 

David J. Rosen
Special Topics Discussion Leader
djrosen at comcast.net

On Sep 12, 2007, at 3:06 AM, Juliet Merrifield wrote:

	Re. technology:  there is, of course, a lot of experimenting with e-learning in the UK, but it's probably not very different from what's going on in the US.  More intriguing is an example from the Gambia (it's in the Language of Literacy chapter in our Oxfam book) on how mobile phone technology has transformed communication for deaf people.  This was incorporated into a programme of sign language and literacy.  I hadn't really thought about the importance of texting versus voice phone, and of course it is a very particular literacy.  Anyone else know something similar/

	 

	Juliet

	 

	Juliet Merrifield

	-----Original Message-----
	From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
	Sent: 11 September 2007 22:27
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 594] Community Literacy

	 

	John, Pamela, Juliet, Barbara, and other guests,

	 

	I wonder if you might address some of these questions, based on your experience in Asia, Africa, Europe or elsewhere:

	 

	1. What can U.S. adult education programs learn from other countries?

	 

	2. What content areas are integrated into other countries' adult or nonformal education programs - reading, writing, numeracy, science, social sciences. health, civics education, livelihoods development, entrepreneur skills, values, education, certification or credential preparation? Other content? What kinds of topics are discussed? What kinds of activities are incorporated?

	 

	3. How do the programs in the countries you are familiar with integrate "real life" learning opportunities for participants?

	 

	4. Can this be transferred from an international setting to the US? If so, how?

	 

	5. How are what participants learn transferred to family and community members? 

	 

	and these two new questions:

	 

	6. Have you seen interesting uses of technology (defined broadly, not just computers but also portable keyboards, mobile phones, battery-operated video projectors, and other appropriate technologies) in other countries that programs in the U.S. might consider?

	 

	7. Have you seen programs or projects in which literacy activity in a community is increased through local or community publishing? If so, are there models  for adult literacy educators in the U.S. to emulate? I am thinking of the extraordinary influence on practice that Jane Mace and Ruth Lesirge had in Massachusetts in the 1980's when they came to talk with us about community publishing in England.  ( http://wiki.literacytent.org/index.php/Jane_Mace ) 

	 

	David J. Rosen

	Special Topics Discussion Leader

	djrosen at comcast.net

	 

	 

	 

	-------------------------------
	National Institute for Literacy
	Special Topics mailing list
	SpecialTopics at nifl.gov
	To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
	Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

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From N.Hann at leedsmet.ac.uk  Thu Sep 13 04:03:08 2007
From: N.Hann at leedsmet.ac.uk (Hann, Naeema)
Date: Thu, 13 Sep 2007 09:03:08 +0100
Subject: [SpecialTopics 610] Re: text communication
Message-ID: <9186F523A473994EA4D01FECBBCC5857063AF921@leedsmet-exch1.leedsmet.ac.uk>

Janet, your observation on how literacy manifests itself i.e. the
difference in richness of communication from person texting or writing
is interesting. 

At a basic literacy program in Bradford, we found that adult learners
were able to 'write' (create texts) sooner when word processing on a
laptop. Could this be because they bypassed the different motor skills
needed for each letter of the Urdu alphabet and just needed to remember
the shape of the letter and its position on the keyboard? For the Urdu
script, Urdu as a Second Language learners have remarked on this being
the easier option.

 

Are there any L1 literacy programmes in English speaking countries? I
would love to hear from people who have experience of these.

Naeema B.Hann

 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Janet Isserlis
Sent: 12 September 2007 13:36
To: specialtopics at nifl.gov
Subject: [SpecialTopics 599] text communication

 

Juliet and all

I've observed, among participants in a Deaf literacy program here in
Providence that people use sidekicks (a T Mobile phone?) extensively.  I
first became aware of it when a Deaf learner showed up at my office,
which is not far from the building where classes are held.   We didn't
know the room # of the building, and as I was using the regular land
line to try to call someone at the university to find out where the
class was held, this learner was using his side kick to send a text
message to the program coordinator.

I was particularly struck by his fluidity and fluency (if I may use
those terms) with generate the text message (I can't bring myself to say
"texting") -- particularly after having seen his hand writing, which was
very much that of a basic basic level writer.  Made me really stop and
think about what "writing" is and how literacy manifests itself - as we
know - in so many ways.  Also puts me in mind of work that Glenn Young
and others are doing in figuring out ways to utilize technology in
service to people whose literacy abilities may seem limited, but - with
the use of technology - are not.  In other words, the specific skills of
spelling, decoding are subordinate to the larger abilities of thinking
and expression.

Other thoughts?

Janet Isserlis

________________________________

From: Juliet Merrifield <j.merrifield at zen.co.uk>
Reply-To: <specialtopics at nifl.gov>
Date: Wed, 12 Sep 2007 08:06:20 +0100
To: <specialtopics at nifl.gov>
Subject: [SpecialTopics 596] Re: Community Literacy

Re. technology:  there is, of course, a lot of experimenting with
e-learning in the UK, but it's probably not very different from what's
going on in the US.  More intriguing is an example from the Gambia (it's
in the Language of Literacy chapter in our Oxfam book) on how mobile
phone technology has transformed communication for deaf people.  This
was incorporated into a programme of sign language and literacy.  I
hadn't really thought about the importance of texting versus voice
phone, and of course it is a very particular literacy. Anyone else know
something similar/
 
Juliet
 

Juliet Merrifield

-----Original Message-

To view the terms under which this email is distributed, please go to http://disclaimer.leedsmet.ac.uk/email.htm
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From rejoicer at aol.com  Thu Sep 13 09:19:56 2007
From: rejoicer at aol.com (rejoicer at aol.com)
Date: Thu, 13 Sep 2007 09:19:56 -0400
Subject: [SpecialTopics 611] Re: text communication
In-Reply-To: <9186F523A473994EA4D01FECBBCC5857063AF921@leedsmet-exch1.leedsmet.ac.uk>
References: <9186F523A473994EA4D01FECBBCC5857063AF921@leedsmet-exch1.leedsmet.ac.uk>
Message-ID: <8C9C41FE9DA5C27-B1C-800@webmail-de04.sysops.aol.com>

What a marvelous thought!!! Bypassing the need to write them and the elimination of a necessary skill! I teach pre-literate Liberian senior citizens?here in the US and they have had such a difficult time learning to write the letters. I would have thought learning the keyboard was one more skill, and a challenging one at that, but it may just be easier to recognize and locate a letter than to form it with a pencil. I must try this!!!

Thanks Narema.

Jean Marrapodi
Director of Education
Providence Assembly of God Learning Center
Providence, RI (USA)

PS. Is anyone capturing this content on the ALE Wiki?

-----Original Message-----
From: Hann, Naeema <N.Hann at leedsmet.ac.uk>
To: specialtopics at nifl.gov
Sent: Thu, 13 Sep 2007 4:03 am
Subject: [SpecialTopics 610] Re: text communication

Janet, your observation on how literacy manifests itself i.e. the difference in richness of communication from person texting or writing is interesting. 

At a basic literacy program in Bradford, we found that adult learners were able to ?write? (create texts) sooner when word processing on a laptop. Could this be because they bypassed the different motor skills needed for each letter of the Urdu alphabet and just needed to remember the shape of the letter and its position on the keyboard? For the Urdu script, Urdu as a Second Language learners have remarked on this being the easier option.

?

Are there any L1 literacy programmes in English speaking countries? I would love to hear from people who have experience of these.

Naeema B.Hann

?

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Janet Isserlis
Sent: 12 September 2007 13:36
To: specialtopics at nifl.gov
Subject: [SpecialTopics 599] text communication

?

Juliet and all

I've observed, among participants in a Deaf literacy program here in Providence that people use sidekicks (a T Mobile phone?) extensively. ?I first became aware of it when a Deaf learner showed up at my office, which is not far from the building where classes are held. ??We didn't know the room # of the building, and as I was using the regular land line to try to call someone at the university to find out where the class was held, this learner was using his side kick to send a text message to the program coordinator.

I was particularly struck by his fluidity and fluency (if I may use those terms) with generate the text message (I can't bring myself to say "texting") -- particularly after having seen his hand writing, which was very much that of a basic basic level writer. ?Made me really stop and think about what "writing" is and how literacy manifests itself ? as we know ? in so many ways. ?Also puts me in mind of work that Glenn Young and others are doing in figuring out ways to utilize technology in service to people whose literacy abilities may seem limited, but ? with the use of technology ? are not. ?In other words, the specific skills of spelling, decoding are subordinate to the larger abilities of thinking and expression.

Other thoughts?

Janet Isserlis

From: Juliet Merrifield <j.merrifield at zen.co.uk>
Reply-To: <specialtopics at nifl.gov>
Date: Wed, 12 Sep 2007 08:06:20 +0100
To: <specialtopics at nifl.gov>
Subject: [SpecialTopics 596] Re: Community Literacy

Re. technology: ?there is, of course, a lot of experimenting with e-learning in the UK, but it?s probably not very different from what?s going on in the US. ?More intriguing is an example from the Gambia (it?s in the Language of Literacy chapter in our Oxfam book) on how mobile phone technology has transformed communication for deaf people. ?This was incorporated into a programme of sign language and literacy. ?I hadn?t really thought about the importance of texting versus voice phone, and of course it is a very particular literacy. Anyone else know something similar/
?
Juliet
?

Juliet Merrifield

-----Original Message-

To view the terms under which this email is distributed, please go to http://disclaimer.leedsmet.ac.uk/email.htm

-------------------------------
ational Institute for Literacy
pecial Topics mailing list
pecialTopics at nifl.gov
o unsubscribe or change your subscription settings, please go to 
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From djrosen at comcast.net  Thu Sep 13 10:12:16 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 13 Sep 2007 10:12:16 -0400
Subject: [SpecialTopics 612] A framework to look at adult literacy programs
	internationally
Message-ID: <31F9BF80-2B2F-4A9D-8515-219F49192CF4@comcast.net>

Colleagues,

I hope many of you have had a chance to look at Part II of the Oxfam  
book, Developing Adult Literacy: Approaches to Planning, Implementing  
and Delivering Literacy Initiatives. The four Concepts and  
approaches: Skills, Tasks, Social and Cultural Practices, and Tools  
for Critical Reflection are a very useful framework of analysis  to  
look at adult literacy education programs in all countries. I think  
it is very helpful, too, for our discussion.

I suppose this is a question for Juliet, but Brenda, and our other  
guests may want to weigh in as well. I wonder where you see a project- 
based or constructivist approach fitting with these four concepts, in  
all of them, some of them, or one of them in particular?

I also wonder where initiatives started by a government, such as AIDS/ 
HIV education, maternal and child health, or other health  
initiatives; financial literacy;  environmental education; and others  
that use adult (or family) literacy programs as the way to "deliver"  
information to, and change values or practices of adults fit this way  
of looking at literacy.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From Kgotthardt at comcast.net  Thu Sep 13 10:19:22 2007
From: Kgotthardt at comcast.net (Katherine G)
Date: Thu, 13 Sep 2007 10:19:22 -0400
Subject: [SpecialTopics 613] Re: text communication
In-Reply-To: <8C9C41FE9DA5C27-B1C-800@webmail-de04.sysops.aol.com>
Message-ID: <MHEMKJNHLDIEMGGCCKCCOEELDKAA.Kgotthardt@comcast.net>

I have to interject here.  No matter how much we depend on computers, hand writing skills are extremely necessary if students of all ages are to be fully-functioning communicators.  Think of all the forms that still require hand written responses.  Think of classroom activities including those on the black/white boards.  Additionally, hand written notes often serve as the only indication of original work; this includes the signature, something we would not want reproduced, say, on our checks or contracts.

Teaching hand writing has become a lost art in this age of overwhelming program and curriculum requirements, and it is certainly undervalued in this age of technology.  No, we need to teach people to write the alphabet, to sign their names, to form letters.  I say this as a distance education instructor who has pretty poor handwriting.

Katherine Mercurio Gotthardt, ESOL Online Instructor

Prince William County Public Schools

Adult Education

P.O. Box 389

Manassas, VA 20108

work 703-791-8387

fax 703-791-8889

.

  -----Original Message-----
  From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]On Behalf Of rejoicer at aol.com
  Sent: Thursday, September 13, 2007 9:20 AM
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 611] Re: text communication

  What a marvelous thought!!! Bypassing the need to write them and the elimination of a necessary skill! I teach pre-literate Liberian senior citizens here in the US and they have had such a difficult time learning to write the letters. I would have thought learning the keyboard was one more skill, and a challenging one at that, but it may just be easier to recognize and locate a letter than to form it with a pencil. I must try this!!!

  Thanks Narema.

  Jean Marrapodi
  Director of Education
  Providence Assembly of God Learning Center
  Providence, RI (USA)

  PS. Is anyone capturing this content on the ALE Wiki?

  -----Original Message-----
  From: Hann, Naeema <N.Hann at leedsmet.ac.uk>
  To: specialtopics at nifl.gov
  Sent: Thu, 13 Sep 2007 4:03 am
  Subject: [SpecialTopics 610] Re: text communication

  Janet, your observation on how literacy manifests itself i.e. the difference in richness of communication from person texting or writing is interesting. 
  At a basic literacy program in Bradford, we found that adult learners were able to ?write? (create texts) sooner when word processing on a laptop. Could this be because they bypassed the different motor skills needed for each letter of the Urdu alphabet and just needed to remember the shape of the letter and its position on the keyboard? For the Urdu script, Urdu as a Second Language learners have remarked on this being the easier option.

  Are there any L1 literacy programmes in English speaking countries? I would love to hear from people who have experience of these.
  Naeema B.Hann

  -----Original Message-----
  From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Janet Isserlis
  Sent: 12 September 2007 13:36
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 599] text communication

  Juliet and all

  I've observed, among participants in a Deaf literacy program here in Providence that people use sidekicks (a T Mobile phone?) extensively.  I first became aware of it when a Deaf learner showed up at my office, which is not far from the building where classes are held.   We didn't know the room # of the building, and as I was using the regular land line to try to call someone at the university to find out where the class was held, this learner was using his side kick to send a text message to the program coordinator.

  I was particularly struck by his fluidity and fluency (if I may use those terms) with generate the text message (I can't bring myself to say "texting") -- particularly after having seen his hand writing, which was very much that of a basic basic level writer.  Made me really stop and think about what "writing" is and how literacy manifests itself ? as we know ? in so many ways.  Also puts me in mind of work that Glenn Young and others are doing in figuring out ways to utilize technology in service to people whose literacy abilities may seem limited, but ? with the use of technology ? are not.  In other words, the specific skills of spelling, decoding are subordinate to the larger abilities of thinking and expression.

  Other thoughts?

  Janet Isserlis

------------------------------------------------------------------------------

  From: Juliet Merrifield <j.merrifield at zen.co.uk>
  Reply-To: <specialtopics at nifl.gov>
  Date: Wed, 12 Sep 2007 08:06:20 +0100
  To: <specialtopics at nifl.gov>
  Subject: [SpecialTopics 596] Re: Community Literacy

  Re. technology:  there is, of course, a lot of experimenting with e-learning in the UK, but it?s probably not very different from what?s going on in the US.  More intriguing is an example from the Gambia (it?s in the Language of Literacy chapter in our Oxfam book) on how mobile phone technology has transformed communication for deaf people.  This was incorporated into a programme of sign language and literacy.  I hadn?t really thought about the importance of texting versus voice phone, and of course it is a very particular literacy. Anyone else know something similar/
   
  Juliet
   

  Juliet Merrifield

  -----Original Message-
        To view the terms under which this email is distributed, please go to http://disclaimer.leedsmet.ac.uk/email.htm 

-------------------------------
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From djrosen at comcast.net  Thu Sep 13 10:26:50 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 13 Sep 2007 10:26:50 -0400
Subject: [SpecialTopics 614] Re: text communication
In-Reply-To: <8C9C41FE9DA5C27-B1C-800@webmail-de04.sysops.aol.com>
References: <9186F523A473994EA4D01FECBBCC5857063AF921@leedsmet-exch1.leedsmet.ac.uk>
	<8C9C41FE9DA5C27-B1C-800@webmail-de04.sysops.aol.com>
Message-ID: <07DC4671-8DDB-4CF8-AE12-1D2FB5EA61DA@comcast.net>

Jean and others,

An approach for intergrating learning basic encoding and decoding  
skills and word processing skills at the same time was developed many  
years ago by Antonia Stone.  Her book Keystrokes to Literacy  
available, for example, at
http://www.amazon.com/Keystrokes-Literacy-Computer-Learning-Beginning/ 
dp/0844206792
helps teachers to construct exercises for students that integrate  
basic literacy and technology. A subsequent book by Satin and Quann,  
Learning Computers, Speaking English, http://www.ncsall.net/?id=301  
is designed for English Language learners. In the case of your  
Liberian students, some of whom may speak English as a first  
language, some as a second or other language, perhaps both books  
would be useful.

I wonder if any of our guests or other participants know if the Stone  
or Satin and Quann approach has been used in other countries, for  
example with portable keyboards. I know that portable (battery  
operated) text processing keyboards have been used in Nepal, for  
example, but I don't know if teachers there have used this integrated  
basic literacy approach.

David J. Rosen
Special topics Discussion Leader
djrosen at comcast.net

On Sep 13, 2007, at 9:19 AM, rejoicer at aol.com wrote:

> What a marvelous thought!!! Bypassing the need to write them and  
> the elimination of a necessary skill! I teach pre-literate Liberian  
> senior citizens here in the US and they have had such a difficult  
> time learning to write the letters. I would have thought learning  
> the keyboard was one more skill, and a challenging one at that, but  
> it may just be easier to recognize and locate a letter than to form  
> it with a pencil. I must try this!!!
>
> Thanks Narema.
>
> Jean Marrapodi
> Director of Education
> Providence Assembly of God Learning Center
> Providence, RI (USA)
>
> PS. Is anyone capturing this content on the ALE Wiki?
>
>
> -----Original Message-----
> From: Hann, Naeema <N.Hann at leedsmet.ac.uk>
> To: specialtopics at nifl.gov
> Sent: Thu, 13 Sep 2007 4:03 am
> Subject: [SpecialTopics 610] Re: text communication
>
> Janet, your observation on how literacy manifests itself i.e. the  
> difference in richness of communication from person texting or  
> writing is interesting.
> At a basic literacy program in Bradford, we found that adult  
> learners were able to ?write? (create texts) sooner when word  
> processing on a laptop. Could this be because they bypassed the  
> different motor skills needed for each letter of the Urdu alphabet  
> and just needed to remember the shape of the letter and its  
> position on the keyboard? For the Urdu script, Urdu as a Second  
> Language learners have remarked on this being the easier option.
>
> Are there any L1 literacy programmes in English speaking countries?  
> I would love to hear from people who have experience of these.
> Naeema B.Hann
>
>
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics- 
> bounces at nifl.gov] On Behalf Of Janet Isserlis
> Sent: 12 September 2007 13:36
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 599] text communication
>
> Juliet and all
>
> I've observed, among participants in a Deaf literacy program here  
> in Providence that people use sidekicks (a T Mobile phone?)  
> extensively.  I first became aware of it when a Deaf learner showed  
> up at my office, which is not far from the building where classes  
> are held.   We didn't know the room # of the building, and as I was  
> using the regular land line to try to call someone at the  
> university to find out where the class was held, this learner was  
> using his side kick to send a text message to the program coordinator.
>
> I was particularly struck by his fluidity and fluency (if I may use  
> those terms) with generate the text message (I can't bring myself  
> to say "texting") -- particularly after having seen his hand  
> writing, which was very much that of a basic basic level writer.   
> Made me really stop and think about what "writing" is and how  
> literacy manifests itself ? as we know ? in so many ways.  Also  
> puts me in mind of work that Glenn Young and others are doing in  
> figuring out ways to utilize technology in service to people whose  
> literacy abilities may seem limited, but ? with the use of  
> technology ? are not.  In other words, the specific skills of  
> spelling, decoding are subordinate to the larger abilities of  
> thinking and expression.
>
> Other thoughts?
>
> Janet Isserlis
> From: Juliet Merrifield <j.merrifield at zen.co.uk>
> Reply-To: <specialtopics at nifl.gov>
> Date: Wed, 12 Sep 2007 08:06:20 +0100
> To: <specialtopics at nifl.gov>
> Subject: [SpecialTopics 596] Re: Community Literacy
>
> Re. technology:  there is, of course, a lot of experimenting with e- 
> learning in the UK, but it?s probably not very different from  
> what?s going on in the US.  More intriguing is an example from the  
> Gambia (it?s in the Language of Literacy chapter in our Oxfam book)  
> on how mobile phone technology has transformed communication for  
> deaf people.  This was incorporated into a programme of sign  
> language and literacy.  I hadn?t really thought about the  
> importance of texting versus voice phone, and of course it is a  
> very particular literacy. Anyone else know something similar/
>
> Juliet
>
>
> Juliet Merrifield
>
> -----Original Message-
> To view the terms under which this email is distributed, please go  
> to http://disclaimer.leedsmet.ac.uk/email.htm
> ------------------------------- National Institute for Literacy  
> Special Topics mailing list SpecialTopics at nifl.gov To unsubscribe  
> or change your subscription settings, please go to http:// 
> www.nifl.gov/mailman/listinfo/SpecialTopics Email delivered to  
> rejoicer at aol.com
> Email and AIM finally together. You've gotta check out free AOL Mail!
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to  
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to djrosen at comcast.net

David J. Rosen
djrosen at comcast.net

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From mjohn at kats.tec.ks.us  Thu Sep 13 10:24:06 2007
From: mjohn at kats.tec.ks.us (Mari John)
Date: Thu, 13 Sep 2007 09:24:06 -0500
Subject: [SpecialTopics 615] Re: SpecialTopics Digest, Vol 14, Issue 13
In-Reply-To: <mailman.40093.1189675086.788.specialtopics@nifl.gov>
References: <mailman.40093.1189675086.788.specialtopics@nifl.gov>
Message-ID: <865A528E040AE54A995A45896AE96E7E0A9C2E744F@exchange.kats.tec.ks.us>

As a "newcomer" to this discussion room, first of all, let me say I find the discussion fascinating.  Thanks for the opportunity.

To compare the diverse population of the US to other monocultures is using a lot of energy without first recognizing up front that a huge difference exists between the US and Asian countries.  That said...our South Korean ESL teacher is aghast at the laxity of the ABE students both in body language and dress but especially attitudinally.  Listening to her explain a typical South Korean school day makes MY head swim.  These monocultures have unanimity on the importance of education and are honor/shame oriented countries unlike the US.  While traditional culture pressure may not be as pronounced in Japan or South Korea as some of their Middle Eastern neighbors, community consensus generally reigns.  I'd like to learn from them and gather ideas; however, we must recognize this basic difference.

Mari John
Kansas

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of specialtopics-request at nifl.gov
Sent: Thursday, September 13, 2007 4:18 AM
To: specialtopics at nifl.gov
Subject: SpecialTopics Digest, Vol 14, Issue 13

Send SpecialTopics mailing list submissions to
        specialtopics at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
        http://www.nifl.gov/mailman/listinfo/specialtopics
or, via email, send a message with subject or body 'help' to
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When replying, please edit your Subject line so it is more specific
than "Re: Contents of SpecialTopics digest..."

Today's Topics:

   1. [SpecialTopics 605]  International Literacy - What about
      Japan? (ejonline at comcast.net)
   2. [SpecialTopics 606] Re: What International Literacy
      OfferPrograms     in the U.S. (Ujwala Samant)
   3. [SpecialTopics 607] Re: What International Literacy
      OfferPrograms     in the U.S. (David J. Rosen)
   4. [SpecialTopics 608] Re: What International Literacy
      OfferProgramsin   the U.S. (tina komendat)
   5. [SpecialTopics 609] Re: Using mobile phone technology for
      adultliteracy and basic skills (Brenda Bell)

----------------------------------------------------------------------

Message: 1
Date: Wed, 12 Sep 2007 16:40:05 +0000
From: ejonline at comcast.net
Subject: [SpecialTopics 605]  International Literacy - What about
        Japan?
To: specialtopics at nifl.gov
Message-ID:
        <091220071640.9168.46E81664000B1EA5000023D022064246130A0207040201060A at comcast.net>

Content-Type: text/plain; charset="us-ascii"

Hi, all.  I just want to jump in for a second to note the reason for my silence about how Japanese ABE handles the topics and approaches covered the last several days.   Frankly, I have been hard pressed to relate the discussion so far to what is happening in Japan.  I can talk about this tomorrow, but the situation in Japan is unlike the other countries discussed.  It is a developed country that does not have a well-developed adult literacy system.  Much of what has been noted simply doesn't exist for students, teachers and schools. We can talk about that tomorrow.

Erik Jacobson

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------------------------------

Message: 2
Date: Wed, 12 Sep 2007 10:38:24 -0700 (PDT)
From: Ujwala Samant <lalumineuse at yahoo.com>
Subject: [SpecialTopics 606] Re: What International Literacy
        OfferPrograms   in the U.S.
To: specialtopics at nifl.gov
Message-ID: <384075.22984.qm at web55112.mail.re4.yahoo.com>
Content-Type: text/plain; charset=iso-8859-1

Hello everyone,

In my experience in India and Pakistan, health,
nutrition and hygiene programmes seem to have a ripple
effect that is worth the initial investment made. The
common features of all the successful programmes that
I have observed include:

1. Women's groups
2. Culturally relevant training. (In the 60s-70s,
there was a disastrous US-funded contraception
programme involving Indian women in Rajasthan where it
was discovered that after a year of pill distribution,
there was no change in birth rates.)
3. Bringing training to people, rather than having
people come to training. Access to training
opportunities has been key in galvanising communities.

All the adult literacy materials I've been following
since 1990 include a strong component on health and
common sense approaches to dealing with typical
maladies. However, working in Pakistan has meant a
slightly different approach to health and reproduction
issues. We have been fortunate to link up with a well
respected organisation (Sungi) who have designed
training for our community members in the North West
Frontier Provinces (NWFP), known to be extremely
conservative. The earthquake in 2005 helped really
launch the community health programme. It emerged that
the communities with dynamic Village Education
Committees (VECs) who run the community schools were
most successful in accessing resources and in advocacy
work. This was one important indicator that getting a
core group (3 men, 3 women) trained and interested
resulted in sustainable community development.
Therefore, we agreed to train them, as well as
teachers and the School Monitoring Officers in health
issues which covered basic health, inoculation,
personal and community hygiene, maternal and infant
care and very very diplomatically, sex education.

This is quite in contrast to our project in Andhra
Pradesh, where a nine year old street child
demonstrated the use of a condom. HIV/AIDS is a huge
problem in Andhra, and most cases have been identified
during pregnancy. The Blue Box campaign of free
condoms has worked in flattening slightly, HIV/AIDS
infections, but more needs doing. The sex education
and puberty manuals designed and used by our partner
organsiations have extremely graphic illustrations and
the support group network (children and adults) is
extremely strong. One way that adult literacy (and
children's as well) has been addressed has also been
through the use of condoms: people need to know when
they are past their sell by date; and also to read
their prescriptions. We have had many instances where
the community has come together to clean up the space
around their homes, and teachers have reported that
within the first three months of the programme,
children came in looking neater, were lice-free and
were more alert in classes. Interestingly, the
nutritional and health checkup aspects of the
programme have resulted in better health and an
underspend in the line for medicines, and medical
treatment.

With all our partners, the campaigns have been brought
to the neighbourhoods where people in need of such
education and resources live. Community leaders and
'social mobilisers' have been trained to invite people
to join programmes. Demonstrations of health, hygiene
and nutrition are done in communities, by trained
members. In numerous cases, children and adolescents
who learn about health and hygiene in class, have gone
home and educated their parents. In Pakistan, our
partners reported that they were surprised at the high
turnouts when health days were conducted, and the high
levels of women's participation in organising them. In
one slum community in Lahore, children helped their
communities take part in the government-organised
immunisation campaign.

There was a lot of groundwork done in each community,
and that is an important step. Programmes were set up
in communities, using materials that were culturally
relevant to them.

Regards
Ujwala

--- specialtopics-request at nifl.gov wrote:

> Send SpecialTopics mailing list submissions to
>       specialtopics at nifl.gov
>
> To subscribe or unsubscribe via the World Wide Web,
> visit
>       http://www.nifl.gov/mailman/listinfo/specialtopics
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>
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>
> When replying, please edit your Subject line so it
> is more specific
> than "Re: Contents of SpecialTopics digest..."
>
>
> Today's Topics:
>
>    1. [SpecialTopics 585] Re: What International
> Literacy
>       ProgramsOfferPrograms in the U.S. (Katherine
> G)
>    2. [SpecialTopics 586] Re: What International
> Literacy      Programs
>       OfferPrograms in the U.S. (Pamela Civins)
>    3. [SpecialTopics 587] Re: Learning transferred
> to family     and
>       communitymembers (Pamela Civins)
>    4. [SpecialTopics 588]  Family involvement in the
> Schools
>       (David J. Rosen)
>
>
>

____________________________________________________________________________________
Got a little couch potato?
Check out fun summer activities for kids.
http://search.yahoo.com/search?fr=oni_on_mail&p=summer+activities+for+kids&cs=bz

------------------------------

Message: 3
Date: Wed, 12 Sep 2007 14:14:40 -0400
From: "David J. Rosen" <djrosen at comcast.net>
Subject: [SpecialTopics 607] Re: What International Literacy
        OfferPrograms   in the U.S.
To: specialtopics at nifl.gov
Message-ID: <A36F35E8-BDB8-423E-A633-A7D241F0D0AC at comcast.net>
Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed

Hello Ujwala,

On Sep 12, 2007, at 1:38 PM, you wrote:

> In my experience in India and Pakistan, health,
> nutrition and hygiene programmes seem to have a ripple
> effect that is worth the initial investment made. The
> common features of all the successful programmes that
> I have observed include.... 3. Bringing training to people, rather
> than having
> people come to training. Access to training
> opportunities has been key in galvanising communities.

I wonder if you can tell us more about what bringing training to
people looks like -- what kinds of training? And what does bringing
it to them mean? At community centers, ngo's rather than government
organizations or schools or higher education institutions?  Something
else?

And I wonder what you think similar strategies for bringing training
to the people in the U.S. might look like.  Is this as simple as
funding neighborhood CBO's  to do job skills training instead of ,or
in addition to, communtity colleges? Does it involve embedding
literacy and English language learning in job skills training? Or
something else?

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

------------------------------

Message: 4
Date: Wed, 12 Sep 2007 18:48:20 +0000
From: "tina komendat" <tkomendat at hotmail.com>
Subject: [SpecialTopics 608] Re: What International Literacy
        OfferProgramsin the U.S.
To: specialtopics at nifl.gov
Message-ID: <BAY123-F40A1C25C97E4719441B4D2A8C20 at phx.gbl>
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Message: 5
Date: Wed, 12 Sep 2007 21:01:02 -0400
From: "Brenda Bell" <BBell at edc.org>
Subject: [SpecialTopics 609] Re: Using mobile phone technology for
        adultliteracy and basic skills
To: <specialtopics at nifl.gov>
Message-ID:
        <35589DD47219F14BBFE1446979A831B407BD596B at athena.ad.edc.org>
Content-Type: text/plain; charset="iso-8859-1"

David and all --

First of all, I've been quiet today because I've been participating in an all-day retreat with EDC's Global Learning Group.  The issues under discussion with colleagues from around the world (Ghana, Mali, Palestine, the Philippines, Haiti and more) are issues that will resonate with literacy and basic skills programs here in the US:  access to learning opportunities; quality of instruction and instructional materials; relevance of the content - to name a few.

I would like to ask a question back to the participants in this discussion:  If you've had time to skim Part II of the Oxfam book (http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164 <http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164> ),  which approach to developing and implementing literacy programs do you use?  which approach do you think predominates here in the US?

Brenda

________________________________

From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
Sent: Wed 9/12/2007 8:58 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 602] Using mobile phone technology for adultliteracy and basic skills

Colleagues,

Juliet has pointed to an area where I believe other countries have much to offer adult education programs in the U.S.

In the U.K., Australia, and South Africa there have been projects for young adults which deliver (some) instruction by mobile phone. http://www.m-learning.org/demos/demo.htm

In the Philippines, through the SEAMEO INNOTECH Text to Teach program, teachers of science in remote areas get a library of top-quality, Philippines-made instructional videos delivered to them by mobile phone that they then transfer to the computers in their classrooms. This is for K-12, but I hope it will also some day be offered to adults.

I don't see much experimenting with mobile phones in adult education the U.S. For those interested in exploring mobile learning (m-learning) here's a place to start:

http://alri.org/litlist/mlearning.html

I wonder if other guests -- or subscribers -- have examples of the use of mobile (cell) phones for delivering adult literacy education instruction.

David J. Rosen
Special Topics Discussion Leader
djrosen at comcast.net

On Sep 12, 2007, at 3:06 AM, Juliet Merrifield wrote:

        Re. technology:  there is, of course, a lot of experimenting with e-learning in the UK, but it's probably not very different from what's going on in the US.  More intriguing is an example from the Gambia (it's in the Language of Literacy chapter in our Oxfam book) on how mobile phone technology has transformed communication for deaf people.  This was incorporated into a programme of sign language and literacy.  I hadn't really thought about the importance of texting versus voice phone, and of course it is a very particular literacy.  Anyone else know something similar/

        Juliet

        Juliet Merrifield

        -----Original Message-----
        From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
        Sent: 11 September 2007 22:27
        To: specialtopics at nifl.gov
        Subject: [SpecialTopics 594] Community Literacy

        John, Pamela, Juliet, Barbara, and other guests,

        I wonder if you might address some of these questions, based on your experience in Asia, Africa, Europe or elsewhere:

        1. What can U.S. adult education programs learn from other countries?

        2. What content areas are integrated into other countries' adult or nonformal education programs - reading, writing, numeracy, science, social sciences. health, civics education, livelihoods development, entrepreneur skills, values, education, certification or credential preparation? Other content? What kinds of topics are discussed? What kinds of activities are incorporated?

        3. How do the programs in the countries you are familiar with integrate "real life" learning opportunities for participants?

        4. Can this be transferred from an international setting to the US? If so, how?

        5. How are what participants learn transferred to family and community members?

        and these two new questions:

        6. Have you seen interesting uses of technology (defined broadly, not just computers but also portable keyboards, mobile phones, battery-operated video projectors, and other appropriate technologies) in other countries that programs in the U.S. might consider?

        7. Have you seen programs or projects in which literacy activity in a community is increased through local or community publishing? If so, are there models  for adult literacy educators in the U.S. to emulate? I am thinking of the extraordinary influence on practice that Jane Mace and Ruth Lesirge had in Massachusetts in the 1980's when they came to talk with us about community publishing in England.  ( http://wiki.literacytent.org/index.php/Jane_Mace )

        David J. Rosen

        Special Topics Discussion Leader

        djrosen at comcast.net

        -------------------------------
        National Institute for Literacy
        Special Topics mailing list
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        To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
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djrosen at comcast.net

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End of SpecialTopics Digest, Vol 14, Issue 13
*********************************************

From prevedel at hotmail.com  Thu Sep 13 11:26:24 2007
From: prevedel at hotmail.com (Amy Prevedel)
Date: Thu, 13 Sep 2007 15:26:24 +0000
Subject: [SpecialTopics 616] Re: text communication
In-Reply-To: <C30D557E.1A9DE%Janet_Isserlis@brown.edu>
Message-ID: <BAY119-F35D0450DBEB19FDFA962EFD6C30@phx.gbl>

Hi Janet and everyone--
I visited several libraries when I was traveling in Finland, and was struck 
by the workshops they had for seniors on learning to use cell phones.  They 
were teaching seniors not only how to send text messages, but also how to 
use the phone to gain access to the library catalog and other library 
services. Many other libraries I've visited in other places ask that people 
turn off their cell phones when they enter the building.  Anyway, I thought 
this was an interesting twist.
Amy Prevedel

>From: Janet Isserlis <Janet_Isserlis at brown.edu>
>Reply-To: specialtopics at nifl.gov
>To: <specialtopics at nifl.gov>
>Subject: [SpecialTopics 599]  text communication
>Date: Wed, 12 Sep 2007 08:36:14 -0400
>
>Juliet and all
>
>I've observed, among participants in a Deaf literacy program here in
>Providence that people use sidekicks (a T Mobile phone?) extensively.  I
>first became aware of it when a Deaf learner showed up at my office, which
>is not far from the building where classes are held.   We didn't know the
>room # of the building, and as I was using the regular land line to try to
>call someone at the university to find out where the class was held, this
>learner was using his side kick to send a text message to the program
>coordinator.
>
>I was particularly struck by his fluidity and fluency (if I may use those
>terms) with generate the text message (I can't bring myself to say
>"texting") -- particularly after having seen his hand writing, which was
>very much that of a basic basic level writer.  Made me really stop and 
>think
>about what "writing" is and how literacy manifests itself ? as we know ? in
>so many ways.  Also puts me in mind of work that Glenn Young and others are
>doing in figuring out ways to utilize technology in service to people whose
>literacy abilities may seem limited, but ? with the use of technology ? are
>not.  In other words, the specific skills of spelling, decoding are
>subordinate to the larger abilities of thinking and expression.
>
>Other thoughts?
>
>Janet Isserlis
>
>
>From: Juliet Merrifield <j.merrifield at zen.co.uk>
>Reply-To: <specialtopics at nifl.gov>
>Date: Wed, 12 Sep 2007 08:06:20 +0100
>To: <specialtopics at nifl.gov>
>Subject: [SpecialTopics 596] Re: Community Literacy
>
>Re. technology:  there is, of course, a lot of experimenting with 
>e-learning
>in the UK, but it?s probably not very different from what?s going on in the
>US.  More intriguing is an example from the Gambia (it?s in the Language of
>Literacy chapter in our Oxfam book) on how mobile phone technology has
>transformed communication for deaf people.  This was incorporated into a
>programme of sign language and literacy.  I hadn?t really thought about the
>importance of texting versus voice phone, and of course it is a very
>particular literacy. Anyone else know something similar/
>
>Juliet
>
>
>Juliet Merrifield
>
>-----Original Message-
>

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From ejonline at comcast.net  Thu Sep 13 12:13:09 2007
From: ejonline at comcast.net (ejonline at comcast.net)
Date: Thu, 13 Sep 2007 16:13:09 +0000
Subject: [SpecialTopics 617] Re: : Japan and Homogeneous Populations
Message-ID: <091320071613.5120.46E96195000B94090000140022007340760A0207040201060A@comcast.net>

I agree that Japan (and other Asian countries) and the US are different, but the interesting thing is that the history of ABE in Japan is really an important part of the history of multicultural Japan (and I would suggest that Japan has always been multicultural in some ways). 

One stream of Japanese ABE was created and operated by the buraku community, a part Japanese society that functions as a lower caste and that traditionally has had less access to education. Other programs were created to provide ABE to the Korean population of Japan, particularly the older generation that remained in Japan after WW2. Newer programs provide JSL to recent waves of immigrants from South America (e.g., Brazil, Peru),  Asia (e.g., China, the Philippines) and other countries. 

Many of the volunteer programs that teach JSL do so to welcome their new neighbors, and often talk about the changing nature of the society in their descriptions of themselves. In this sense parts of ABE in Japan really celebrate the multicultural nature of Japan. Volunteers in these programs talk about wanting to see this for themselves, and to have a chance to meet people from other cultures. 

To cycle back to an earlier question, I think the impact that these volunteers have on the larger community might be somewhat limited. When I began my research there I thought these programs would provide a bridge between the Japanese mainstream (that might not want to recognize the multiculltural nature of Japan, or who would still have prejudice towards the burakumin), but many of the volunteers I spoke with said that they don't talk about their work that much to other people (including their family) who are not already involved. In some ways it is something they do for themselves and for whoever they work with, and they don't describe it as part of wanting to change attitudes in the larger community. 

Certainly, this sense of being part of community is important in Japan. Even correspondance schools for adults have field trips where the isolated students get together.  Most one on one tutoring programs meet together in large rooms, rather than in individual locations (like in the US).  As another example, one of the schools (a night time junior high school)  that I have been visiting and working with holds something that they call "nakama" which means "community" or group of people. Students from different classes come together to discuss one subject. In the beginning, teachers taught lessons about topical subjects, but the student participation was limited. Then students took the lead to talk about the discrimination they were dealing with. That structure worked for a few years, but over time they sort of burnt out on that (sample student response: "Yeah, yeah, I get it, I get it - discrimination stinks..."). Then teachers took the lead and that has met with mixed results. It f
eels more like a class now, and concerned teachers are trying to figure out what is next. 

Sorry this post is a bit long. Boiled down I guess my point is that while community is important in Japan, I think it is imporant to consider how Japanese ABE is part of multicultural Japan. 

Erik Jacobson

 -------------- Original message ----------------------
From: Mari John <mjohn at kats.tec.ks.us>
> As a "newcomer" to this discussion room, first of all, let me say I find the 
> discussion fascinating.  Thanks for the opportunity.
> 
> To compare the diverse population of the US to other monocultures is using a lot 
> of energy without first recognizing up front that a huge difference exists 
> between the US and Asian countries.  That said...our South Korean ESL teacher is 
> aghast at the laxity of the ABE students both in body language and dress but 
> especially attitudinally.  Listening to her explain a typical South Korean 
> school day makes MY head swim.  These monocultures have unanimity on the 
> importance of education and are honor/shame oriented countries unlike the US.  
> While traditional culture pressure may not be as pronounced in Japan or South 
> Korea as some of their Middle Eastern neighbors, community consensus generally 
> reigns.  I'd like to learn from them and gather ideas; however, we must 
> recognize this basic difference.
> 
> Mari John
> Kansas
> 

From rejoicer at aol.com  Thu Sep 13 12:46:56 2007
From: rejoicer at aol.com (rejoicer at aol.com)
Date: Thu, 13 Sep 2007 12:46:56 -0400
Subject: [SpecialTopics 618] Re: text communication
In-Reply-To: <MHEMKJNHLDIEMGGCCKCCOEELDKAA.Kgotthardt@comcast.net>
Message-ID: <8C9C43CD4B26F61-B1C-158D@webmail-de04.sysops.aol.com>

Katherine-
Oh, I totally agree. I wouldn't throw out handwriting! I'm thinking that using the computer for this group with so many barriers might make learning the letters and working with words easier. In a pre-literate world, computers wouldn't be possible. We've got them so we can use them. They still need to learn to make the letters, but perhaps the computer would help remove the barrier that writing takes in learning the letters. 

It has been amazing to me how many basic concepts my students had to learn around print awareness and discriminating between the letter shapes before we could even start. The concept of a word being written down, and that those different sets of squiggles meant different things was brand new to them. In one lesson, I used sight words on index cards. I had "God loves Elizabeth" (I'm in a church setting so this is ok) with one word per card. I showed Elizabeth the three cards, then put them in a sentence, reading them to her, pointing at each word. We did that a few times. Then I picked up the God and Elizabeth cards and switched them. She watched me switch them, then read "God loves Elizabeth" with no concept that the word order was different.

Handwriting has been just as tough. When I started, they could not copy a circle or make a triangle or square without my providing dots for the corners and their connecting the dots. They had no clue how to make the pencil do that without them. I have had them practice tracing letters, worked with stencils and given them things to copy. Even after a year, Essah still makes his s sideways and does not recognize that orientation is important. I'm thinking if I used the keyboard more might help reinforce the properties of the actual letter in seeing it over and over.

It has been a wonderful journey, but in so many ways I wind up inventing materials for them to use. In American society, we are exposed to print everywhere we are and much of that is assimilated by the time a child reaches kindergarten. All of this is new to my students, and it is compounded by their elder status, making learning new things that much harder as the plasticity of the brain has modified somewhat. We laugh a lot and have fun together, but as in many instances, as the teacher I am learning as much as the students.

I'd love to hear if there are ideas to work with this level out there from our guests. Maybe Barbara? 

Jean Marrapodi
Director of Education
Providence Assembly of God Learning Center
Providence, RI

-----Original Message-----
From: Katherine G <Kgotthardt at comcast.net>
To: specialtopics at nifl.gov
Sent: Thu, 13 Sep 2007 10:19 am
Subject: [SpecialTopics 613] Re: text communication

I have to interject here.? No matter how much we depend on computers, hand writing skills are extremely necessary if students of all ages are to be fully-functioning communicators.? Think of all the forms that still require hand written responses.? Think of classroom activities including those on the black/white boards.? Additionally, hand written notes often serve as the only indication of original work; this includes the signature, something we would not want reproduced, say, on our checks or contracts.

?

Teaching hand writing has become a lost art in this age of overwhelming program and curriculum requirements, and it is certainly undervalued in this age of technology.? No, we need to teach people to write the alphabet, to sign their names, to form letters.? I say this as a distance education instructor who has pretty poor handwriting.

?

Katherine Mercurio Gotthardt, ESOL Online Instructor

Prince William County Public Schools

Adult Education

P.O. Box 389

Manassas, VA 20108

work 703-791-8387

fax 703-791-8889
.

?

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]On Behalf Of rejoicer at aol.com
Sent: Thursday, September 13, 2007 9:20 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 611] Re: text communication

What a marvelous thought!!! Bypassing the need to write them and the elimination of a necessary skill! I teach pre-literate Liberian senior citizens?here in the US and they have had such a difficult time learning to write the letters. I would have thought learning the keyboard was one more skill, and a challenging one at that, but it may just be easier to recognize and locate a letter than to form it with a pencil. I must try this!!!

Thanks Narema.

Jean Marrapodi
Director of Education
Providence Assembly of God Learning Center
Providence, RI (USA)

PS. Is anyone capturing this content on the ALE Wiki?

-----Original Message-----
From: Hann, Naeema <N.Hann at leedsmet.ac.uk>
To: specialtopics at nifl.gov
Sent: Thu, 13 Sep 2007 4:03 am
Subject: [SpecialTopics 610] Re: text communication

Janet, your observation on how literacy manifests itself i.e. the difference in richness of communication from person texting or writing is interesting. 

At a basic literacy program in Bradford, we found that adult learners were able to ?write? (create texts) sooner when word processing on a laptop. Could this be because they bypassed the different motor skills needed for each letter of the Urdu alphabet and just needed to remember the shape of the letter and its position on the keyboard? For the Urdu script, Urdu as a Second Language learners have remarked on this being the easier option.

?

Are there any L1 literacy programmes in English speaking countries? I would love to hear from people who have experience of these.

Naeema B.Hann

?

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Janet Isserlis
Sent: 12 September 2007 13:36
To: specialtopics at nifl.gov
Subject: [SpecialTopics 599] text communication

?

Juliet and all

I've observed, among participants in a Deaf literacy program here in Providence that people use sidekicks (a T Mobile phone?) extensively. ?I first became aware of it when a Deaf learner showed up at my office, which is not far from the building where classes are held. ??We didn't know the room # of the building, and as I was using the regular land line to try to call someone at the university to find out where the class was held, this learner was using his side kick to send a text message to the program coordinator.

I was particularly struck by his fluidity and fluency (if I may use those terms) with generate the text message (I can't bring myself to say "texting") -- particularly after having seen his hand writing, which was very much that of a basic basic level writer. ?Made me really stop and think about what "writing" is and how literacy manifests itself ? as we know ? in so many ways. ?Also puts me in mind of work that Glenn Young and others are doing in figuring out ways to utilize technology in service to people whose literacy abilities may seem limited, but ? with the use of technology ? are not. ?In other words, the specific skills of spelling, decoding are subordinate to the larger abilities of thinking and expression.

Other thoughts?

Janet Isserlis

From: Juliet Merrifield <j.merrifield at zen.co.uk>
Reply-To: <specialtopics at nifl.gov>
Date: Wed, 12 Sep 2007 08:06:20 +0100
To: <specialtopics at nifl.gov>
Subject: [SpecialTopics 596] Re: Community Literacy

Re. technology: ?there is, of course, a lot of experimenting with e-learning in the UK, but it?s probably not very different from what?s going on in the US. ?More intriguing is an example from the Gambia (it?s in the Language of Literacy chapter in our Oxfam book) on how mobile phone technology has transformed communication for deaf people. ?This was incorporated into a programme of sign language and literacy. ?I hadn?t really thought about the importance of texting versus voice phone, and of course it is a very particular literacy. Anyone else know something similar/
?
Juliet
?

Juliet Merrifield

-----Original Message-

To view the terms under which this email is distributed, please go to http://disclaimer.leedsmet.ac.uk/email.htm

-------------------------------
ational Institute for Literacy
pecial Topics mailing list
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o unsubscribe or change your subscription settings, please go to 
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From drichardson at jclibrary.org  Thu Sep 13 13:08:54 2007
From: drichardson at jclibrary.org (Darnelle Richardson)
Date: Thu, 13 Sep 2007 13:08:54 -0400
Subject: [SpecialTopics 619] Re: text communication
In-Reply-To: <MHEMKJNHLDIEMGGCCKCCOEELDKAA.Kgotthardt@comcast.net>
Message-ID: <4EA97732BEFF5041A6AABC9CD77655BDA7C3AE@jersey-mail.jcpl_serv.jclibrary.org>

Katherine,
 
I agree with you wholeheartedly about the need to teach people how to write.  I consider text messaging to be a double whammy for any student who is learning to read or improve their English.  They shouldn't learn to write the wrong way and then struggle with corrections later.  To me this impedes the learning process, and I strongly discourage them from sending text messages.
 
Darnelle L. Richardson 
Program Coordinator 
Literacy Program 
Jersey City Public Library 
472 Jersey Avenue 
Jersey City, NJ  07302 
T: 201/547-5770 
F: 201/435-5746 
E-mail:  drichardson at jclibrary.org 

"Shoot for the moon.  Even if you miss it, you will land among the stars."  Les Brown 

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]On Behalf Of Katherine G
Sent: Thursday, September 13, 2007 10:19 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 613] Re: text communication

I have to interject here.  No matter how much we depend on computers, hand writing skills are extremely necessary if students of all ages are to be fully-functioning communicators.  Think of all the forms that still require hand written responses.  Think of classroom activities including those on the black/white boards.  Additionally, hand written notes often serve as the only indication of original work; this includes the signature, something we would not want reproduced, say, on our checks or contracts.
 
Teaching hand writing has become a lost art in this age of overwhelming program and curriculum requirements, and it is certainly undervalued in this age of technology.  No, we need to teach people to write the alphabet, to sign their names, to form letters.  I say this as a distance education instructor who has pretty poor handwriting.
 
Katherine Mercurio Gotthardt, ESOL Online Instructor

Prince William County Public Schools

Adult Education

P.O. Box 389

Manassas, VA 20108

work 703-791-8387

fax 703-791-8889

.
 

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]On Behalf Of rejoicer at aol.com
Sent: Thursday, September 13, 2007 9:20 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 611] Re: text communication

What a marvelous thought!!! Bypassing the need to write them and the elimination of a necessary skill! I teach pre-literate Liberian senior citizens here in the US and they have had such a difficult time learning to write the letters. I would have thought learning the keyboard was one more skill, and a challenging one at that, but it may just be easier to recognize and locate a letter than to form it with a pencil. I must try this!!!

Thanks Narema.

Jean Marrapodi
Director of Education
Providence Assembly of God Learning Center
Providence, RI (USA)

PS. Is anyone capturing this content on the ALE Wiki?

-----Original Message-----
From: Hann, Naeema <N.Hann at leedsmet.ac.uk>
To: specialtopics at nifl.gov
Sent: Thu, 13 Sep 2007 4:03 am
Subject: [SpecialTopics 610] Re: text communication

Janet, your observation on how literacy manifests itself i.e. the difference in richness of communication from person texting or writing is interesting. 
At a basic literacy program in Bradford, we found that adult learners were able to ?write? (create texts) sooner when word processing on a laptop. Could this be because they bypassed the different motor skills needed for each letter of the Urdu alphabet and just needed to remember the shape of the letter and its position on the keyboard? For the Urdu script, Urdu as a Second Language learners have remarked on this being the easier option.
 
Are there any L1 literacy programmes in English speaking countries? I would love to hear from people who have experience of these.
Naeema B.Hann

 
-----Original Message-----
From: specialtopics-bounces at nifl.gov [ mailto:specialtopics-bounces at nifl.gov <mailto:specialtopics-bounces at nifl.gov?> ] On Behalf Of Janet Isserlis
Sent: 12 September 2007 13:36
To: specialtopics at nifl.gov
Subject: [SpecialTopics 599] text communication
 
Juliet and all

I've observed, among participants in a Deaf literacy program here in Providence that people use sidekicks (a T Mobile phone?) extensively.  I first became aware of it when a Deaf learner showed up at my office, which is not far from the building where classes are held.   We didn't know the room # of the building, and as I was using the regular land line to try to call someone at the university to find out where the class was held, this learner was using his side kick to send a text message to the program coordinator.

I was particularly struck by his fluidity and fluency (if I may use those terms) with generate the text message (I can't bring myself to say "texting") -- particularly after having seen his hand writing, which was very much that of a basic basic level writer.  Made me really stop and think about what "writing" is and how literacy manifests itself ? as we know ? in so many ways.  Also puts me in mind of work that Glenn Young and others are doing in figuring out ways to utilize technology in service to people whose literacy abilities may seem limited, but ? with the use of technology ? are not.  In other words, the specific skills of spelling, decoding are subordinate to the larger abilities of thinking and expression.

Other thoughts?

Janet Isserlis

  _____  

From: Juliet Merrifield < j.merrifield at zen.co.uk>
Reply-To: < specialtopics at nifl.gov>
Date: Wed, 12 Sep 2007 08:06:20 +0100
To: < specialtopics at nifl.gov>
Subject: [SpecialTopics 596] Re: Community Literacy

Re. technology:  there is, of course, a lot of experimenting with e-learning in the UK, but it?s probably not very different from what?s going on in the US.  More intriguing is an example from the Gambia (it?s in the Language of Literacy chapter in our Oxfam book) on how mobile phone technology has transformed communication for deaf people.  This was incorporated into a programme of sign language and literacy.  I hadn?t really thought about the importance of texting versus voice phone, and of course it is a very particular literacy. Anyone else know something similar/
 
Juliet
 

Juliet Merrifield

-----Original Message-
To view the terms under which this email is distributed, please go to http://disclaimer.leedsmet.ac.uk/email.htm	
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From ejonline at comcast.net  Thu Sep 13 13:11:53 2007
From: ejonline at comcast.net (ejonline at comcast.net)
Date: Thu, 13 Sep 2007 17:11:53 +0000
Subject: [SpecialTopics 620] Re: : Japan and Homogeneous Populations
Message-ID: <091320071711.26007.46E96F59000211400000659722058861720A0207040201060A@comcast.net>

Sorry  - there was a typo, and a big one at that, in my posting.  

My post should have read "The buraku, a part OF Japanese society..."  

My typo ("a part Japanese society..") might have given the impression they are not fully Japanese (however you want to define that) - they are indeed native born Japanese. 

Erik 

 -------------- Original message ----------------------
From: ejonline at comcast.net
> I agree that Japan (and other Asian countries) and the US are different, but the 
> interesting thing is that the history of ABE in Japan is really an important 
> part of the history of multicultural Japan (and I would suggest that Japan has 
> always been multicultural in some ways). 
> 
> One stream of Japanese ABE was created and operated by the buraku community, a 
> part Japanese society that functions as a lower caste and that traditionally has 
> had less access to education. Other programs were created to provide ABE to the 
> Korean population of Japan, particularly the older generation that remained in 
> Japan after WW2. Newer programs provide JSL to recent waves of immigrants from 
> South America (e.g., Brazil, Peru),  Asia (e.g., China, the Philippines) and 
> other countries. 
> 
> Many of the volunteer programs that teach JSL do so to welcome their new 
> neighbors, and often talk about the changing nature of the society in their 
> descriptions of themselves. In this sense parts of ABE in Japan really celebrate 
> the multicultural nature of Japan. Volunteers in these programs talk about 
> wanting to see this for themselves, and to have a chance to meet people from 
> other cultures. 
> 
> To cycle back to an earlier question, I think the impact that these volunteers 
> have on the larger community might be somewhat limited. When I began my research 
> there I thought these programs would provide a bridge between the Japanese 
> mainstream (that might not want to recognize the multiculltural nature of Japan, 
> or who would still have prejudice towards the burakumin), but many of the 
> volunteers I spoke with said that they don't talk about their work that much to 
> other people (including their family) who are not already involved. In some ways 
> it is something they do for themselves and for whoever they work with, and they 
> don't describe it as part of wanting to change attitudes in the larger 
> community. 
> 
> Certainly, this sense of being part of community is important in Japan. Even 
> correspondance schools for adults have field trips where the isolated students 
> get together.  Most one on one tutoring programs meet together in large rooms, 
> rather than in individual locations (like in the US).  As another example, one 
> of the schools (a night time junior high school)  that I have been visiting and 
> working with holds something that they call "nakama" which means "community" or 
> group of people. Students from different classes come together to discuss one 
> subject. In the beginning, teachers taught lessons about topical subjects, but 
> the student participation was limited. Then students took the lead to talk about 
> the discrimination they were dealing with. That structure worked for a few 
> years, but over time they sort of burnt out on that (sample student response: 
> "Yeah, yeah, I get it, I get it - discrimination stinks..."). Then teachers took 
> the lead and that has met with mixed results
>  . It f
> eels more like a class now, and concerned teachers are trying to figure out what 
> is next. 
> 
> Sorry this post is a bit long. Boiled down I guess my point is that while 
> community is important in Japan, I think it is imporant to consider how Japanese 
> ABE is part of multicultural Japan. 
> 
> Erik Jacobson
> 
> 
> 
>  -------------- Original message ----------------------
> From: Mari John <mjohn at kats.tec.ks.us>
> > As a "newcomer" to this discussion room, first of all, let me say I find the 
> > discussion fascinating.  Thanks for the opportunity.
> > 
> > To compare the diverse population of the US to other monocultures is using a 
> lot 
> > of energy without first recognizing up front that a huge difference exists 
> > between the US and Asian countries.  That said...our South Korean ESL teacher 
> is 
> > aghast at the laxity of the ABE students both in body language and dress but 
> > especially attitudinally.  Listening to her explain a typical South Korean 
> > school day makes MY head swim.  These monocultures have unanimity on the 
> > importance of education and are honor/shame oriented countries unlike the US.  
> > While traditional culture pressure may not be as pronounced in Japan or South 
> > Korea as some of their Middle Eastern neighbors, community consensus generally 
> > reigns.  I'd like to learn from them and gather ideas; however, we must 
> > recognize this basic difference.
> > 
> > Mari John
> > Kansas
> > 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

From lalumineuse at yahoo.com  Thu Sep 13 13:58:16 2007
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Thu, 13 Sep 2007 10:58:16 -0700 (PDT)
Subject: [SpecialTopics 621] Re: SpecialTopics Digest, Vol 14,
	Issue 16: Re: : Japan and Homogeneous Populations
In-Reply-To: <mailman.40229.1189704604.788.specialtopics@nifl.gov>
Message-ID: <316792.73822.qm@web55101.mail.re4.yahoo.com>

Hello,

I'd like to address Mari John's email. 

India is a subcontinent,(28 states) with such
diversity as I have not seen in any country that I
have lived in. And I don't just mean in terms of (18)
official languages (excluding English and Portuguese)
and dialects (Hindi alone has 13 recognised dialects),
but in terms of distinct cultures. India also has
multiple religions, and hence, much to the glee of
school children, multiple school holidays. 

Whilst working on an adult literacy programme in
Mumbai, I struggled with teaching adults Marathi, the
state language of Maharashtra, because a number of
women spoke dialects, and the official literacy kits
were all in school Marathi. This made learning to read
difficult for a Konkani speaker, a Malvani speaker and
those with Kolhapuri Marathi etc. Often it felt like
the tower of Babel when we would discuss pronunciation
and writing, even though Marathi is a phonetic
language, using very clear phonemes with distinct
vowel and consonant sounds!

And this was quite different to working with the
children of Mumbai elite in a school for children with
special needs. They came in chauffeur-driven cars and
parents treated teachers like peons. In the slums, the
culture of education and the attitude towards it and
the teacher was different: very respectful. 

To me the big difference between adult literacy
programmes in South Asia and the USA is the pressure
and need for adults in the US to conform to an
American mainstream identity whilst perhaps living in
cultural pockets in their homes. In India, living in a
multicultural setting is the norm, especially in the
cities and towns, with no pressure to belong to a
specific cultural identity. 

Perhaps we should revisit the perceptions that:
1. Asian cultures (and there are enormous differences
even amongst Asian cultures) are monocultural
2. Asian cultures have the same regard/political
opinions, or needs of adult education
3. America is culturally diverse: what defines
diversity, and how does it impact on adult education

 Thank you,
With best wishes,
Ujwala

--- specialtopics-request at nifl.gov wrote:

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> Today's Topics:
> 
>    1. [SpecialTopics 617] Re: : Japan and
> Homogeneous Populations
>       (ejonline at comcast.net)
>    2. [SpecialTopics 618] Re: text communication
> (rejoicer at aol.com)
>    3. [SpecialTopics 619] Re: text communication
> (Darnelle Richardson)
> 
> 
>
----------------------------------------------------------------------
> 
> Message: 1
> Date: Thu, 13 Sep 2007 16:13:09 +0000
> From: ejonline at comcast.net
> Subject: [SpecialTopics 617] Re: : Japan and
> Homogeneous Populations
> To: specialtopics at nifl.gov
> Message-ID:
> 
>
<091320071613.5120.46E96195000B94090000140022007340760A0207040201060A at comcast.net>
> 	
> 
> I agree that Japan (and other Asian countries) and
> the US are different, but the interesting thing is
> that the history of ABE in Japan is really an
> important part of the history of multicultural Japan
> (and I would suggest that Japan has always been
> multicultural in some ways). 
> 
> One stream of Japanese ABE was created and operated
> by the buraku community, a part Japanese society
> that functions as a lower caste and that
> traditionally has had less access to education.
> Other programs were created to provide ABE to the
> Korean population of Japan, particularly the older
> generation that remained in Japan after WW2. Newer
> programs provide JSL to recent waves of immigrants
> from South America (e.g., Brazil, Peru),  Asia
> (e.g., China, the Philippines) and other countries. 
> 
> Many of the volunteer programs that teach JSL do so
> to welcome their new neighbors, and often talk about
> the changing nature of the society in their
> descriptions of themselves. In this sense parts of
> ABE in Japan really celebrate the multicultural
> nature of Japan. Volunteers in these programs talk
> about wanting to see this for themselves, and to
> have a chance to meet people from other cultures. 
> 
> To cycle back to an earlier question, I think the
> impact that these volunteers have on the larger
> community might be somewhat limited. When I began my
> research there I thought these programs would
> provide a bridge between the Japanese mainstream
> (that might not want to recognize the multiculltural
> nature of Japan, or who would still have prejudice
> towards the burakumin), but many of the volunteers I
> spoke with said that they don't talk about their
> work that much to other people (including their
> family) who are not already involved. In some ways
> it is something they do for themselves and for
> whoever they work with, and they don't describe it
> as part of wanting to change attitudes in the larger
> community. 
> 
> Certainly, this sense of being part of community is
> important in Japan. Even correspondance schools for
> adults have field trips where the isolated students
> get together.  Most one on one tutoring programs
> meet together in large rooms, rather than in
> individual locations (like in the US).  As another
> example, one of the schools (a night time junior
> high school)  that I have been visiting and working
> with holds something that they call "nakama" which
> means "community" or group of people. Students from
> different classes come together to discuss one
> subject. In the beginning, teachers taught lessons
> about topical subjects, but the student
> participation was limited. Then students took the
> lead to talk about the discrimination they were
> dealing with. That structure worked for a few years,
> but over time they sort of burnt out on that (sample
> student response: "Yeah, yeah, I get it, I get it -
> discrimination stinks..."). Then teachers took the
> lead and that has met with mixed results
>  . It f
> eels more like a class now, and concerned teachers
> are trying to figure out what is next. 
> 
> Sorry this post is a bit long. Boiled down I guess
> my point is that while community is important in
> Japan, I think it is imporant to consider how
> Japanese ABE is part of multicultural Japan. 
> 
> Erik Jacobson
> 
> 
> 
>  -------------- Original message
> ----------------------
> From: Mari John <mjohn at kats.tec.ks.us>
> > As a "newcomer" to this discussion room, first of
> all, let me say I find the 
> > discussion fascinating.  Thanks for the
> opportunity.
> > 
> > To compare the diverse population of the US to
> other monocultures is using a lot 
> > of energy without first recognizing up front that
> a huge difference exists 
> > between the US and Asian countries.  That
> said...our South Korean ESL teacher is 
> > aghast at the laxity of the ABE students both in
> body language and dress but 
> > especially attitudinally.  Listening to her
> explain a typical South Korean 
> > school day makes MY head swim.  These monocultures
> have unanimity on the 
> > importance of education and are honor/shame
> oriented countries unlike the US.  
> > While traditional culture pressure may not be as
> pronounced in Japan or South 
> > Korea as some of their Middle Eastern neighbors,
> community consensus generally 
> > reigns.  I'd like to learn from them and gather
> ideas; however, we must 
> > recognize this basic difference.
> > 
> > Mari John
> > Kansas
> > 
> 
> 
> ------------------------------
> 
> Message: 2
> Date: Thu, 13 Sep 2007 12:46:56 -0400
> From: rejoicer at aol.com
> Subject: [SpecialTopics 618] Re: text communication
> To: specialtopics at nifl.gov
> Message-ID:
>
<8C9C43CD4B26F61-B1C-158D at webmail-de04.sysops.aol.com>
> Content-Type: text/plain; charset="utf-8"
> 
> Katherine-
> Oh, I totally agree. I wouldn't throw out
> handwriting! I'm thinking that using the computer
> for this group with so many barriers might make
> learning the letters and working with words easier.
> In a pre-literate world, computers wouldn't be
> possible. We've got them so we can use them. They
> still need to learn to make the letters, but perhaps
> the computer would help remove the barrier that
> writing takes in learning the letters. 
> 
> It has been amazing to me how many basic concepts my
> students had to learn around print awareness and
> discriminating between the letter shapes before we
> could even start. The concept of a word being
> written down, and that those different sets of
> squiggles meant different things was brand new to
> them. In one lesson, I used sight words on index
> cards. I had "God loves Elizabeth" (I'm in a church
> setting so this is ok) with one word per card. I
> showed Elizabeth the three cards, then put them in a
> sentence, reading them to her, pointing at each
> word. We did that a few times. Then I picked up the
> God and Elizabeth cards and switched them. She
> watched me switch them, then read "God loves
> Elizabeth" with no concept that the word order was
> different.
> 
> Handwriting has been just as tough. When I started,
> they could not copy a circle or make a triangle or
> square without my providing dots for the corners and
> their connecting the dots. They had no clue how to
> make the pencil do that without them. I have had
> them practice tracing letters, worked with stencils
> and given them things to copy. Even after a year,
> Essah still makes his s sideways and does not
> recognize that orientation is important. I'm
> thinking 
=== message truncated ===

      ____________________________________________________________________________________
Don't let your dream ride pass you by. Make it a reality with Yahoo! Autos.
http://autos.yahoo.com/index.html
 

From ejonline at comcast.net  Thu Sep 13 14:38:37 2007
From: ejonline at comcast.net (ejonline at comcast.net)
Date: Thu, 13 Sep 2007 18:38:37 +0000
Subject: [SpecialTopics 622] Re: Japan and Homogeneous Populations
Message-ID: <091320071838.4845.46E983AD000A4981000012ED22007374780A0207040201060A@comcast.net>

I think Ujwala's points are all very important - especially about treating any cultural as homogeneous. 

Part of my research on ABE in Japan focused on what goals teachers and students set for themselves. I noted in an earlier post that many teacher and students look for a personal relationship, and that the relationship itself is a key goal (rather than some kind of academic progress).  Of course, this is not the case in all programs or areas of Japan. 

In my own work, rather than describing something called "Japanese" educational culture, I focus on what I (and others) see to be competing discourses around education. In K-5 (or so) education in Japan, much of the focus is on building relationships and community, while high school and college is by and large about competition and credentialling. 

This impacts ABE in Japan in a few ways. 

1) Many teachers and volunteers note that they are doing ABE work to get away from what they see as an excessive focus on competition and credentialling.

2) For many teachers, assessment is part of the credentialling society, and they don't see much of a use for it in ABE. 
They don't want ABE programs to look too much like daytime school programs. 

3) Professional development is also suspect for some people. One popular idea is that teachers learn from working with students - period. There are not a lot of formal PD offerings, and they are not necessarily structured in the same way that they are in the US. I have been told by several administrators that the more formal training a teacher has, the less attractive they are as a teacher. One administrator of a volunteer program told me that they tell new teachers "Forget what you have learned in training programs..." 

Of course, for publicly-funded, school-based programs this non-credentialling ethos exists within an educational policy framework that expects adult students to make steady progess on a state-defined curriculum.  The area around Tokyo is seen as much more in keeping with administration dictates than the area around Osaka (known to be more politically progressive).  For example, in Tokyo many night time junior high schools limit the number of years students can attend (typically 3 or 4, the legal limit).  In Osaka the number of years is 6. In Nara, where I have done a lot of work and which is famous for being "radical" in terms of adult ed, activists there are disappointed that they recently agreed to putting a 12 year limit on the number of years a student can attend. Some schools in Nara still argue for there being no limit to the number years students can attend. 

So, in this way Japan (or any other country) is no different than the US. There are a various philosophies (or discourses) at play, and teachers and the administration don't always see eye to eye. Nor do teachers from different regions or working with different populations see eye to eye. 

Erik Jacobson

 -------------- Original message ----------------------
From: Ujwala Samant <lalumineuse at yahoo.com>
> Hello,
> 
> I'd like to address Mari John's email. 
> 
> India is a subcontinent,(28 states) with such
> diversity as I have not seen in any country that I
> have lived in. And I don't just mean in terms of (18)
> official languages (excluding English and Portuguese)
> and dialects (Hindi alone has 13 recognised dialects),
> but in terms of distinct cultures. India also has
> multiple religions, and hence, much to the glee of
> school children, multiple school holidays. 
> 
> Whilst working on an adult literacy programme in
> Mumbai, I struggled with teaching adults Marathi, the
> state language of Maharashtra, because a number of
> women spoke dialects, and the official literacy kits
> were all in school Marathi. This made learning to read
> difficult for a Konkani speaker, a Malvani speaker and
> those with Kolhapuri Marathi etc. Often it felt like
> the tower of Babel when we would discuss pronunciation
> and writing, even though Marathi is a phonetic
> language, using very clear phonemes with distinct
> vowel and consonant sounds!
> 
> And this was quite different to working with the
> children of Mumbai elite in a school for children with
> special needs. They came in chauffeur-driven cars and
> parents treated teachers like peons. In the slums, the
> culture of education and the attitude towards it and
> the teacher was different: very respectful. 
> 
> To me the big difference between adult literacy
> programmes in South Asia and the USA is the pressure
> and need for adults in the US to conform to an
> American mainstream identity whilst perhaps living in
> cultural pockets in their homes. In India, living in a
> multicultural setting is the norm, especially in the
> cities and towns, with no pressure to belong to a
> specific cultural identity. 
> 
> Perhaps we should revisit the perceptions that:
> 1. Asian cultures (and there are enormous differences
> even amongst Asian cultures) are monocultural
> 2. Asian cultures have the same regard/political
> opinions, or needs of adult education
> 3. America is culturally diverse: what defines
> diversity, and how does it impact on adult education
> 
>  Thank you,
> With best wishes,
> Ujwala
> 
> --- specialtopics-request at nifl.gov wrote:
> 
> > Send SpecialTopics mailing list submissions to
> > 	specialtopics at nifl.gov
> > 
> > To subscribe or unsubscribe via the World Wide Web,
> > visit
> > 	http://www.nifl.gov/mailman/listinfo/specialtopics
> > or, via email, send a message with subject or body
> > 'help' to
> > 	specialtopics-request at nifl.gov
> > 
> > You can reach the person managing the list at
> > 	specialtopics-owner at nifl.gov
> > 
> > When replying, please edit your Subject line so it
> > is more specific
> > than "Re: Contents of SpecialTopics digest..."
> > 
> > 
> > Today's Topics:
> > 
> >    1. [SpecialTopics 617] Re: : Japan and
> > Homogeneous Populations
> >       (ejonline at comcast.net)
> >    2. [SpecialTopics 618] Re: text communication
> > (rejoicer at aol.com)
> >    3. [SpecialTopics 619] Re: text communication
> > (Darnelle Richardson)
> > 
> > 
> >
> ----------------------------------------------------------------------
> > 
> > Message: 1
> > Date: Thu, 13 Sep 2007 16:13:09 +0000
> > From: ejonline at comcast.net
> > Subject: [SpecialTopics 617] Re: : Japan and
> > Homogeneous Populations
> > To: specialtopics at nifl.gov
> > Message-ID:
> > 
> >
> <091320071613.5120.46E96195000B94090000140022007340760A0207040201060A at comcast.ne
> t>
> > 	
> > 
> > I agree that Japan (and other Asian countries) and
> > the US are different, but the interesting thing is
> > that the history of ABE in Japan is really an
> > important part of the history of multicultural Japan
> > (and I would suggest that Japan has always been
> > multicultural in some ways). 
> > 
> > One stream of Japanese ABE was created and operated
> > by the buraku community, a part Japanese society
> > that functions as a lower caste and that
> > traditionally has had less access to education.
> > Other programs were created to provide ABE to the
> > Korean population of Japan, particularly the older
> > generation that remained in Japan after WW2. Newer
> > programs provide JSL to recent waves of immigrants
> > from South America (e.g., Brazil, Peru),  Asia
> > (e.g., China, the Philippines) and other countries. 
> > 
> > Many of the volunteer programs that teach JSL do so
> > to welcome their new neighbors, and often talk about
> > the changing nature of the society in their
> > descriptions of themselves. In this sense parts of
> > ABE in Japan really celebrate the multicultural
> > nature of Japan. Volunteers in these programs talk
> > about wanting to see this for themselves, and to
> > have a chance to meet people from other cultures. 
> > 
> > To cycle back to an earlier question, I think the
> > impact that these volunteers have on the larger
> > community might be somewhat limited. When I began my
> > research there I thought these programs would
> > provide a bridge between the Japanese mainstream
> > (that might not want to recognize the multiculltural
> > nature of Japan, or who would still have prejudice
> > towards the burakumin), but many of the volunteers I
> > spoke with said that they don't talk about their
> > work that much to other people (including their
> > family) who are not already involved. In some ways
> > it is something they do for themselves and for
> > whoever they work with, and they don't describe it
> > as part of wanting to change attitudes in the larger
> > community. 
> > 
> > Certainly, this sense of being part of community is
> > important in Japan. Even correspondance schools for
> > adults have field trips where the isolated students
> > get together.  Most one on one tutoring programs
> > meet together in large rooms, rather than in
> > individual locations (like in the US).  As another
> > example, one of the schools (a night time junior
> > high school)  that I have been visiting and working
> > with holds something that they call "nakama" which
> > means "community" or group of people. Students from
> > different classes come together to discuss one
> > subject. In the beginning, teachers taught lessons
> > about topical subjects, but the student
> > participation was limited. Then students took the
> > lead to talk about the discrimination they were
> > dealing with. That structure worked for a few years,
> > but over time they sort of burnt out on that (sample
> > student response: "Yeah, yeah, I get it, I get it -
> > discrimination stinks..."). Then teachers took the
> > lead and that has met with mixed results
> >  . It f
> > eels more like a class now, and concerned teachers
> > are trying to figure out what is next. 
> > 
> > Sorry this post is a bit long. Boiled down I guess
> > my point is that while community is important in
> > Japan, I think it is imporant to consider how
> > Japanese ABE is part of multicultural Japan. 
> > 
> > Erik Jacobson
> > 
> > 
> > 
> >  -------------- Original message
> > ----------------------
> > From: Mari John <mjohn at kats.tec.ks.us>
> > > As a "newcomer" to this discussion room, first of
> > all, let me say I find the 
> > > discussion fascinating.  Thanks for the
> > opportunity.
> > > 
> > > To compare the diverse population of the US to
> > other monocultures is using a lot 
> > > of energy without first recognizing up front that
> > a huge difference exists 
> > > between the US and Asian countries.  That
> > said...our South Korean ESL teacher is 
> > > aghast at the laxity of the ABE students both in
> > body language and dress but 
> > > especially attitudinally.  Listening to her
> > explain a typical South Korean 
> > > school day makes MY head swim.  These monocultures
> > have unanimity on the 
> > > importance of education and are honor/shame
> > oriented countries unlike the US.  
> > > While traditional culture pressure may not be as
> > pronounced in Japan or South 
> > > Korea as some of their Middle Eastern neighbors,
> > community consensus generally 
> > > reigns.  I'd like to learn from them and gather
> > ideas; however, we must 
> > > recognize this basic difference.
> > > 
> > > Mari John
> > > Kansas
> > > 
> > 
> > 
> > ------------------------------
> > 
> > Message: 2
> > Date: Thu, 13 Sep 2007 12:46:56 -0400
> > From: rejoicer at aol.com
> > Subject: [SpecialTopics 618] Re: text communication
> > To: specialtopics at nifl.gov
> > Message-ID:
> >
> <8C9C43CD4B26F61-B1C-158D at webmail-de04.sysops.aol.com>
> > Content-Type: text/plain; charset="utf-8"
> > 
> > Katherine-
> > Oh, I totally agree. I wouldn't throw out
> > handwriting! I'm thinking that using the computer
> > for this group with so many barriers might make
> > learning the letters and working with words easier.
> > In a pre-literate world, computers wouldn't be
> > possible. We've got them so we can use them. They
> > still need to learn to make the letters, but perhaps
> > the computer would help remove the barrier that
> > writing takes in learning the letters. 
> > 
> > It has been amazing to me how many basic concepts my
> > students had to learn around print awareness and
> > discriminating between the letter shapes before we
> > could even start. The concept of a word being
> > written down, and that those different sets of
> > squiggles meant different things was brand new to
> > them. In one lesson, I used sight words on index
> > cards. I had "God loves Elizabeth" (I'm in a church
> > setting so this is ok) with one word per card. I
> > showed Elizabeth the three cards, then put them in a
> > sentence, reading them to her, pointing at each
> > word. We did that a few times. Then I picked up the
> > God and Elizabeth cards and switched them. She
> > watched me switch them, then read "God loves
> > Elizabeth" with no concept that the word order was
> > different.
> > 
> > Handwriting has been just as tough. When I started,
> > they could not copy a circle or make a triangle or
> > square without my providing dots for the corners and
> > their connecting the dots. They had no clue how to
> > make the pencil do that without them. I have had
> > them practice tracing letters, worked with stencils
> > and given them things to copy. Even after a year,
> > Essah still makes his s sideways and does not
> > recognize that orientation is important. I'm
> > thinking 
> === message truncated ===
> 
> 
> 
>       
> ________________________________________________________________________________
> ____
> Don't let your dream ride pass you by. Make it a reality with Yahoo! Autos.
> http://autos.yahoo.com/index.html
>  
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

From mjohn at kats.tec.ks.us  Thu Sep 13 15:49:54 2007
From: mjohn at kats.tec.ks.us (Mari John)
Date: Thu, 13 Sep 2007 14:49:54 -0500
Subject: [SpecialTopics 623] Re: SpecialTopics Digest, Vol 14, Issue 16
In-Reply-To: <mailman.40229.1189704604.788.specialtopics@nifl.gov>
References: <mailman.40229.1189704604.788.specialtopics@nifl.gov>
Message-ID: <865A528E040AE54A995A45896AE96E7E0A9C2E74A8@exchange.kats.tec.ks.us>

Thanks, Erik for the history of emerging immigration to Japan following the war.  Has the impact of a diversity of immigrants in ABE programs changed the nature of the Japanese view of education?  Our ESL teachers have grappled with the "laid back" nature of the Hispanic peoples and their challenge to make it to class on time.  In our own ABE centers, valuing education, for example, is not typically a majority opinion in the black communities while South Asian and Eastern Asian students come with a presupposition of education as all important.  In  other words, is the diversity of cultural expectations of the immigrants reflected in the adult education center policies and expectations by the Japanese or does a Japanese perspective of the importance of education prevail in these programs?

Mari John
Kansas

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of specialtopics-request at nifl.gov
Sent: Thursday, September 13, 2007 12:30 PM
To: specialtopics at nifl.gov
Subject: SpecialTopics Digest, Vol 14, Issue 16

Send SpecialTopics mailing list submissions to
        specialtopics at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
        http://www.nifl.gov/mailman/listinfo/specialtopics
or, via email, send a message with subject or body 'help' to
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You can reach the person managing the list at
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When replying, please edit your Subject line so it is more specific
than "Re: Contents of SpecialTopics digest..."

Today's Topics:

   1. [SpecialTopics 617] Re: : Japan and Homogeneous Populations
      (ejonline at comcast.net)
   2. [SpecialTopics 618] Re: text communication (rejoicer at aol.com)
   3. [SpecialTopics 619] Re: text communication (Darnelle Richardson)

----------------------------------------------------------------------

Message: 1
Date: Thu, 13 Sep 2007 16:13:09 +0000
From: ejonline at comcast.net
Subject: [SpecialTopics 617] Re: : Japan and Homogeneous Populations
To: specialtopics at nifl.gov
Message-ID:
        <091320071613.5120.46E96195000B94090000140022007340760A0207040201060A at comcast.net>

I agree that Japan (and other Asian countries) and the US are different, but the interesting thing is that the history of ABE in Japan is really an important part of the history of multicultural Japan (and I would suggest that Japan has always been multicultural in some ways).

One stream of Japanese ABE was created and operated by the buraku community, a part Japanese society that functions as a lower caste and that traditionally has had less access to education. Other programs were created to provide ABE to the Korean population of Japan, particularly the older generation that remained in Japan after WW2. Newer programs provide JSL to recent waves of immigrants from South America (e.g., Brazil, Peru),  Asia (e.g., China, the Philippines) and other countries.

Many of the volunteer programs that teach JSL do so to welcome their new neighbors, and often talk about the changing nature of the society in their descriptions of themselves. In this sense parts of ABE in Japan really celebrate the multicultural nature of Japan. Volunteers in these programs talk about wanting to see this for themselves, and to have a chance to meet people from other cultures.

To cycle back to an earlier question, I think the impact that these volunteers have on the larger community might be somewhat limited. When I began my research there I thought these programs would provide a bridge between the Japanese mainstream (that might not want to recognize the multiculltural nature of Japan, or who would still have prejudice towards the burakumin), but many of the volunteers I spoke with said that they don't talk about their work that much to other people (including their family) who are not already involved. In some ways it is something they do for themselves and for whoever they work with, and they don't describe it as part of wanting to change attitudes in the larger community.

Certainly, this sense of being part of community is important in Japan. Even correspondance schools for adults have field trips where the isolated students get together.  Most one on one tutoring programs meet together in large rooms, rather than in individual locations (like in the US).  As another example, one of the schools (a night time junior high school)  that I have been visiting and working with holds something that they call "nakama" which means "community" or group of people. Students from different classes come together to discuss one subject. In the beginning, teachers taught lessons about topical subjects, but the student participation was limited. Then students took the lead to talk about the discrimination they were dealing with. That structure worked for a few years, but over time they sort of burnt out on that (sample student response: "Yeah, yeah, I get it, I get it - discrimination stinks..."). Then teachers took the lead and that has met with mixed results
 . It f
eels more like a class now, and concerned teachers are trying to figure out what is next.

Sorry this post is a bit long. Boiled down I guess my point is that while community is important in Japan, I think it is imporant to consider how Japanese ABE is part of multicultural Japan.

Erik Jacobson

 -------------- Original message ----------------------
From: Mari John <mjohn at kats.tec.ks.us>
> As a "newcomer" to this discussion room, first of all, let me say I find the
> discussion fascinating.  Thanks for the opportunity.
>
> To compare the diverse population of the US to other monocultures is using a lot
> of energy without first recognizing up front that a huge difference exists
> between the US and Asian countries.  That said...our South Korean ESL teacher is
> aghast at the laxity of the ABE students both in body language and dress but
> especially attitudinally.  Listening to her explain a typical South Korean
> school day makes MY head swim.  These monocultures have unanimity on the
> importance of education and are honor/shame oriented countries unlike the US.
> While traditional culture pressure may not be as pronounced in Japan or South
> Korea as some of their Middle Eastern neighbors, community consensus generally
> reigns.  I'd like to learn from them and gather ideas; however, we must
> recognize this basic difference.
>
> Mari John
> Kansas
>

------------------------------

Message: 2
Date: Thu, 13 Sep 2007 12:46:56 -0400
From: rejoicer at aol.com
Subject: [SpecialTopics 618] Re: text communication
To: specialtopics at nifl.gov
Message-ID: <8C9C43CD4B26F61-B1C-158D at webmail-de04.sysops.aol.com>
Content-Type: text/plain; charset="utf-8"

Katherine-
Oh, I totally agree. I wouldn't throw out handwriting! I'm thinking that using the computer for this group with so many barriers might make learning the letters and working with words easier. In a pre-literate world, computers wouldn't be possible. We've got them so we can use them. They still need to learn to make the letters, but perhaps the computer would help remove the barrier that writing takes in learning the letters.

It has been amazing to me how many basic concepts my students had to learn around print awareness and discriminating between the letter shapes before we could even start. The concept of a word being written down, and that those different sets of squiggles meant different things was brand new to them. In one lesson, I used sight words on index cards. I had "God loves Elizabeth" (I'm in a church setting so this is ok) with one word per card. I showed Elizabeth the three cards, then put them in a sentence, reading them to her, pointing at each word. We did that a few times. Then I picked up the God and Elizabeth cards and switched them. She watched me switch them, then read "God loves Elizabeth" with no concept that the word order was different.

Handwriting has been just as tough. When I started, they could not copy a circle or make a triangle or square without my providing dots for the corners and their connecting the dots. They had no clue how to make the pencil do that without them. I have had them practice tracing letters, worked with stencils and given them things to copy. Even after a year, Essah still makes his s sideways and does not recognize that orientation is important. I'm thinking if I used the keyboard more might help reinforce the properties of the actual letter in seeing it over and over.

It has been a wonderful journey, but in so many ways I wind up inventing materials for them to use. In American society, we are exposed to print everywhere we are and much of that is assimilated by the time a child reaches kindergarten. All of this is new to my students, and it is compounded by their elder status, making learning new things that much harder as the plasticity of the brain has modified somewhat. We laugh a lot and have fun together, but as in many instances, as the teacher I am learning as much as the students.

I'd love to hear if there are ideas to work with this level out there from our guests. Maybe Barbara?

Jean Marrapodi
Director of Education
Providence Assembly of God Learning Center
Providence, RI

-----Original Message-----
From: Katherine G <Kgotthardt at comcast.net>
To: specialtopics at nifl.gov
Sent: Thu, 13 Sep 2007 10:19 am
Subject: [SpecialTopics 613] Re: text communication

I have to interject here.? No matter how much we depend on computers, hand writing skills are extremely necessary if students of all ages are to be fully-functioning communicators.? Think of all the forms that still require hand written responses.? Think of classroom activities including those on the black/white boards.? Additionally, hand written notes often serve as the only indication of original work; this includes the signature, something we would not want reproduced, say, on our checks or contracts.

?

Teaching hand writing has become a lost art in this age of overwhelming program and curriculum requirements, and it is certainly undervalued in this age of technology.? No, we need to teach people to write the alphabet, to sign their names, to form letters.? I say this as a distance education instructor who has pretty poor handwriting.

?

Katherine Mercurio Gotthardt, ESOL Online Instructor

Prince William County Public Schools

Adult Education

P.O. Box 389

Manassas, VA 20108

work 703-791-8387

fax 703-791-8889
.

?

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]On Behalf Of rejoicer at aol.com
Sent: Thursday, September 13, 2007 9:20 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 611] Re: text communication

What a marvelous thought!!! Bypassing the need to write them and the elimination of a necessary skill! I teach pre-literate Liberian senior citizens?here in the US and they have had such a difficult time learning to write the letters. I would have thought learning the keyboard was one more skill, and a challenging one at that, but it may just be easier to recognize and locate a letter than to form it with a pencil. I must try this!!!

Thanks Narema.

Jean Marrapodi
Director of Education
Providence Assembly of God Learning Center
Providence, RI (USA)

PS. Is anyone capturing this content on the ALE Wiki?

-----Original Message-----
From: Hann, Naeema <N.Hann at leedsmet.ac.uk>
To: specialtopics at nifl.gov
Sent: Thu, 13 Sep 2007 4:03 am
Subject: [SpecialTopics 610] Re: text communication

Janet, your observation on how literacy manifests itself i.e. the difference in richness of communication from person texting or writing is interesting.

At a basic literacy program in Bradford, we found that adult learners were able to ?write? (create texts) sooner when word processing on a laptop. Could this be because they bypassed the different motor skills needed for each letter of the Urdu alphabet and just needed to remember the shape of the letter and its position on the keyboard? For the Urdu script, Urdu as a Second Language learners have remarked on this being the easier option.

?

Are there any L1 literacy programmes in English speaking countries? I would love to hear from people who have experience of these.

Naeema B.Hann

?

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Janet Isserlis
Sent: 12 September 2007 13:36
To: specialtopics at nifl.gov
Subject: [SpecialTopics 599] text communication

?

Juliet and all

I've observed, among participants in a Deaf literacy program here in Providence that people use sidekicks (a T Mobile phone?) extensively. ?I first became aware of it when a Deaf learner showed up at my office, which is not far from the building where classes are held. ??We didn't know the room # of the building, and as I was using the regular land line to try to call someone at the university to find out where the class was held, this learner was using his side kick to send a text message to the program coordinator.

I was particularly struck by his fluidity and fluency (if I may use those terms) with generate the text message (I can't bring myself to say "texting") -- particularly after having seen his hand writing, which was very much that of a basic basic level writer. ?Made me really stop and think about what "writing" is and how literacy manifests itself ? as we know ? in so many ways. ?Also puts me in mind of work that Glenn Young and others are doing in figuring out ways to utilize technology in service to people whose literacy abilities may seem limited, but ? with the use of technology ? are not. ?In other words, the specific skills of spelling, decoding are subordinate to the larger abilities of thinking and expression.

Other thoughts?

Janet Isserlis

From: Juliet Merrifield <j.merrifield at zen.co.uk>
Reply-To: <specialtopics at nifl.gov>
Date: Wed, 12 Sep 2007 08:06:20 +0100
To: <specialtopics at nifl.gov>
Subject: [SpecialTopics 596] Re: Community Literacy

Re. technology: ?there is, of course, a lot of experimenting with e-learning in the UK, but it?s probably not very different from what?s going on in the US. ?More intriguing is an example from the Gambia (it?s in the Language of Literacy chapter in our Oxfam book) on how mobile phone technology has transformed communication for deaf people. ?This was incorporated into a programme of sign language and literacy. ?I hadn?t really thought about the importance of texting versus voice phone, and of course it is a very particular literacy. Anyone else know something similar/
?
Juliet
?

Juliet Merrifield

-----Original Message-

To view the terms under which this email is distributed, please go to http://disclaimer.leedsmet.ac.uk/email.htm

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Message: 3
Date: Thu, 13 Sep 2007 13:08:54 -0400
From: "Darnelle Richardson" <drichardson at jclibrary.org>
Subject: [SpecialTopics 619] Re: text communication
To: <specialtopics at nifl.gov>
Message-ID:
        <4EA97732BEFF5041A6AABC9CD77655BDA7C3AE at jersey-mail.jcpl_serv.jclibrary.org>

Content-Type: text/plain; charset="utf-8"

Katherine,

I agree with you wholeheartedly about the need to teach people how to write.  I consider text messaging to be a double whammy for any student who is learning to read or improve their English.  They shouldn't learn to write the wrong way and then struggle with corrections later.  To me this impedes the learning process, and I strongly discourage them from sending text messages.

Darnelle L. Richardson
Program Coordinator
Literacy Program
Jersey City Public Library
472 Jersey Avenue
Jersey City, NJ  07302
T: 201/547-5770
F: 201/435-5746
E-mail:  drichardson at jclibrary.org

"Shoot for the moon.  Even if you miss it, you will land among the stars."  Les Brown

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]On Behalf Of Katherine G
Sent: Thursday, September 13, 2007 10:19 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 613] Re: text communication

I have to interject here.  No matter how much we depend on computers, hand writing skills are extremely necessary if students of all ages are to be fully-functioning communicators.  Think of all the forms that still require hand written responses.  Think of classroom activities including those on the black/white boards.  Additionally, hand written notes often serve as the only indication of original work; this includes the signature, something we would not want reproduced, say, on our checks or contracts.

Teaching hand writing has become a lost art in this age of overwhelming program and curriculum requirements, and it is certainly undervalued in this age of technology.  No, we need to teach people to write the alphabet, to sign their names, to form letters.  I say this as a distance education instructor who has pretty poor handwriting.

Katherine Mercurio Gotthardt, ESOL Online Instructor

Prince William County Public Schools

Adult Education

P.O. Box 389

Manassas, VA 20108

work 703-791-8387

fax 703-791-8889

.

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]On Behalf Of rejoicer at aol.com
Sent: Thursday, September 13, 2007 9:20 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 611] Re: text communication

What a marvelous thought!!! Bypassing the need to write them and the elimination of a necessary skill! I teach pre-literate Liberian senior citizens here in the US and they have had such a difficult time learning to write the letters. I would have thought learning the keyboard was one more skill, and a challenging one at that, but it may just be easier to recognize and locate a letter than to form it with a pencil. I must try this!!!

Thanks Narema.

Jean Marrapodi
Director of Education
Providence Assembly of God Learning Center
Providence, RI (USA)

PS. Is anyone capturing this content on the ALE Wiki?

-----Original Message-----
From: Hann, Naeema <N.Hann at leedsmet.ac.uk>
To: specialtopics at nifl.gov
Sent: Thu, 13 Sep 2007 4:03 am
Subject: [SpecialTopics 610] Re: text communication

Janet, your observation on how literacy manifests itself i.e. the difference in richness of communication from person texting or writing is interesting.
At a basic literacy program in Bradford, we found that adult learners were able to ?write? (create texts) sooner when word processing on a laptop. Could this be because they bypassed the different motor skills needed for each letter of the Urdu alphabet and just needed to remember the shape of the letter and its position on the keyboard? For the Urdu script, Urdu as a Second Language learners have remarked on this being the easier option.

Are there any L1 literacy programmes in English speaking countries? I would love to hear from people who have experience of these.
Naeema B.Hann

-----Original Message-----
From: specialtopics-bounces at nifl.gov [ mailto:specialtopics-bounces at nifl.gov <mailto:specialtopics-bounces at nifl.gov?> ] On Behalf Of Janet Isserlis
Sent: 12 September 2007 13:36
To: specialtopics at nifl.gov
Subject: [SpecialTopics 599] text communication

Juliet and all

I've observed, among participants in a Deaf literacy program here in Providence that people use sidekicks (a T Mobile phone?) extensively.  I first became aware of it when a Deaf learner showed up at my office, which is not far from the building where classes are held.   We didn't know the room # of the building, and as I was using the regular land line to try to call someone at the university to find out where the class was held, this learner was using his side kick to send a text message to the program coordinator.

I was particularly struck by his fluidity and fluency (if I may use those terms) with generate the text message (I can't bring myself to say "texting") -- particularly after having seen his hand writing, which was very much that of a basic basic level writer.  Made me really stop and think about what "writing" is and how literacy manifests itself ? as we know ? in so many ways.  Also puts me in mind of work that Glenn Young and others are doing in figuring out ways to utilize technology in service to people whose literacy abilities may seem limited, but ? with the use of technology ? are not.  In other words, the specific skills of spelling, decoding are subordinate to the larger abilities of thinking and expression.

Other thoughts?

Janet Isserlis

  _____

From: Juliet Merrifield < j.merrifield at zen.co.uk>
Reply-To: < specialtopics at nifl.gov>
Date: Wed, 12 Sep 2007 08:06:20 +0100
To: < specialtopics at nifl.gov>
Subject: [SpecialTopics 596] Re: Community Literacy

Re. technology:  there is, of course, a lot of experimenting with e-learning in the UK, but it?s probably not very different from what?s going on in the US.  More intriguing is an example from the Gambia (it?s in the Language of Literacy chapter in our Oxfam book) on how mobile phone technology has transformed communication for deaf people.  This was incorporated into a programme of sign language and literacy.  I hadn?t really thought about the importance of texting versus voice phone, and of course it is a very particular literacy. Anyone else know something similar/

Juliet

Juliet Merrifield

-----Original Message-
To view the terms under which this email is distributed, please go to http://disclaimer.leedsmet.ac.uk/email.htm
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End of SpecialTopics Digest, Vol 14, Issue 16
*********************************************

From djrosen at comcast.net  Thu Sep 13 16:22:56 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 13 Sep 2007 16:22:56 -0400
Subject: [SpecialTopics 624]  Preparing for Monday's Numeracy Discussion
Message-ID: <C219AB76-0E15-4663-BF64-954EF8985DC0@comcast.net>

Special Topics Colleagues,

As you know, from September 17th - 21st, the Special Topics list will  
hold a discussion with Mary Jane Schmitt, Myrna Manly and Dr. Lynda  
Ginsburg, authors of The Components of Numeracy, an occasional paper  
published by the National Center for the Study of Adult Learning and  
Literacy in December 2006.

For more information, and a short list of readings to prepare you for  
the discussion please go to:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

or the short Web address:

http://tinyurl.com/yvo6hf

Please e-mail me ( djrosen at comcast.net ) your questions for our  
numeracy guest experts.

Your colleagues who may wish to join this discussion can subscribe by
going to:

http://www.nifl.gov/mailman/listinfo/specialtopics

After they complete the simple registration form (30 seconds) they  
will receive an email asking them to confirm that they wish to  
subscribe. They should Immediately reply to the email to complete  
their subscription. After the discussion ends they can unsubscribe  
from the same Web address, or stay on for the next discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From ejonline at comcast.net  Thu Sep 13 17:25:30 2007
From: ejonline at comcast.net (ejonline at comcast.net)
Date: Thu, 13 Sep 2007 21:25:30 +0000
Subject: [SpecialTopics 625] Re: SpecialTopics Digest, Vol 14, Issue 16
Message-ID: <091320072125.11433.46E9AACA0002BA7D00002CA922007348300A0207040201060A@comcast.net>

Let me start at the policy level. The national government has provided very little support for ABE. There were some funds for people coming from China (a population of Japanese people who were left there after Japan surrendered). For a while there was a little money for Vietnamese refugees (Japan admits very, very few refugees). But most of the response has been at the local or volunteer level. 

In addition, the Japanese constitution does not provide non-Japanese citizens a right to an education, regardless of their age. So non-Japanese speaking children who immigrate with their parents (e.g, those coming from Brazil or Peru) are put in regular school classes with little or no language support (there are very few JSL or bilingual programs for kids).  Some of these kids end up in adult night schools as a place to get Japanese language lessons. The hope is that they will return to day school and their age-group peers when they master some of the language. Some do, some don't. Some keep going to adult programs at night for continued support.

So at the level of policy, I would say the country has not been quick to adjust to the realities of increased immigration. 

Regarding cultural expecatations, some programs are strict about attendance and others are more flexible. But I think these differences come from long-standing philsophical differences than as a response to the cultural expectations of immigrant students. 

The two groups of  students (native born and immigrant) tend to rub shoulders more than they do in the states. They are together in shared spaces when working with volunteers, and at schools they share eating spaces for dinner or come together for certain classes and events.   So for example, I have spent the day at a local fair cooking yummy Korean scallion pancakes with students and teachers,  played volleyball with students and teachers participating their school's sports festival (just like the daytime kids do), and attended commerative events - all had mixed groups of students. Sometimes tensions arise between the students groups, but these tensions are not huge. 

Another group of students that is included is those with disabilities. Some of the schools have students with severe disabilities (like CP or MS). They study content areas alongside non-disabled peers, and participate in all other aspects of school. I have seen students with CP doing calligraphy, and a student in a wheelchair played in the volleyball game mentioned above. At the national level in Japan,  things are not so great for people with disabilities (and some are concerned with recent policy reversals). However, the commitment and work of adult educators in this regard is inspiring. 

In fact, one thing that I can say I have learned from my time in Japan is the need for inclusive adult education in the states. After seeing this in action, I started an ESL class in Boston that was inclusive. I had "typical" students alongside young adults with autism and down syndrome. I can say without a doubt that visiting Japan and seeing students with disabilties included in things like art, volleyball and regular content area classes gave me the spark to do that. 

Erik Jacobson

 -------------- Original message ----------------------
From: Mari John <mjohn at kats.tec.ks.us>
> Thanks, Erik for the history of emerging immigration to Japan following the war.  
> Has the impact of a diversity of immigrants in ABE programs changed the nature 
> of the Japanese view of education?  Our ESL teachers have grappled with the 
> "laid back" nature of the Hispanic peoples and their challenge to make it to 
> class on time.  In our own ABE centers, valuing education, for example, is not 
> typically a majority opinion in the black communities while South Asian and 
> Eastern Asian students come with a presupposition of education as all important.  
> In  other words, is the diversity of cultural expectations of the immigrants 
> reflected in the adult education center policies and expectations by the 
> Japanese or does a Japanese perspective of the importance of education prevail 
> in these programs?
> 
> Mari John
> Kansas
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On 
> Behalf Of specialtopics-request at nifl.gov
> Sent: Thursday, September 13, 2007 12:30 PM
> To: specialtopics at nifl.gov
> Subject: SpecialTopics Digest, Vol 14, Issue 16
> 
> Send SpecialTopics mailing list submissions to
>         specialtopics at nifl.gov
> 
> To subscribe or unsubscribe via the World Wide Web, visit
>         http://www.nifl.gov/mailman/listinfo/specialtopics
> or, via email, send a message with subject or body 'help' to
>         specialtopics-request at nifl.gov
> 
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> 
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of SpecialTopics digest..."
> 
> 
> Today's Topics:
> 
>    1. [SpecialTopics 617] Re: : Japan and Homogeneous Populations
>       (ejonline at comcast.net)
>    2. [SpecialTopics 618] Re: text communication (rejoicer at aol.com)
>    3. [SpecialTopics 619] Re: text communication (Darnelle Richardson)
> 
> 
> ----------------------------------------------------------------------
> 
> Message: 1
> Date: Thu, 13 Sep 2007 16:13:09 +0000
> From: ejonline at comcast.net
> Subject: [SpecialTopics 617] Re: : Japan and Homogeneous Populations
> To: specialtopics at nifl.gov
> Message-ID:
>         
> <091320071613.5120.46E96195000B94090000140022007340760A0207040201060A at comcast.ne
> t>
> 
> 
> I agree that Japan (and other Asian countries) and the US are different, but the 
> interesting thing is that the history of ABE in Japan is really an important 
> part of the history of multicultural Japan (and I would suggest that Japan has 
> always been multicultural in some ways).
> 
> One stream of Japanese ABE was created and operated by the buraku community, a 
> part Japanese society that functions as a lower caste and that traditionally has 
> had less access to education. Other programs were created to provide ABE to the 
> Korean population of Japan, particularly the older generation that remained in 
> Japan after WW2. Newer programs provide JSL to recent waves of immigrants from 
> South America (e.g., Brazil, Peru),  Asia (e.g., China, the Philippines) and 
> other countries.
> 
> Many of the volunteer programs that teach JSL do so to welcome their new 
> neighbors, and often talk about the changing nature of the society in their 
> descriptions of themselves. In this sense parts of ABE in Japan really celebrate 
> the multicultural nature of Japan. Volunteers in these programs talk about 
> wanting to see this for themselves, and to have a chance to meet people from 
> other cultures.
> 
> To cycle back to an earlier question, I think the impact that these volunteers 
> have on the larger community might be somewhat limited. When I began my research 
> there I thought these programs would provide a bridge between the Japanese 
> mainstream (that might not want to recognize the multiculltural nature of Japan, 
> or who would still have prejudice towards the burakumin), but many of the 
> volunteers I spoke with said that they don't talk about their work that much to 
> other people (including their family) who are not already involved. In some ways 
> it is something they do for themselves and for whoever they work with, and they 
> don't describe it as part of wanting to change attitudes in the larger 
> community.
> 
> Certainly, this sense of being part of community is important in Japan. Even 
> correspondance schools for adults have field trips where the isolated students 
> get together.  Most one on one tutoring programs meet together in large rooms, 
> rather than in individual locations (like in the US).  As another example, one 
> of the schools (a night time junior high school)  that I have been visiting and 
> working with holds something that they call "nakama" which means "community" or 
> group of people. Students from different classes come together to discuss one 
> subject. In the beginning, teachers taught lessons about topical subjects, but 
> the student participation was limited. Then students took the lead to talk about 
> the discrimination they were dealing with. That structure worked for a few 
> years, but over time they sort of burnt out on that (sample student response: 
> "Yeah, yeah, I get it, I get it - discrimination stinks..."). Then teachers took 
> the lead and that has met with mixed results
>  . It f
> eels more like a class now, and concerned teachers are trying to figure out what 
> is next.
> 
> Sorry this post is a bit long. Boiled down I guess my point is that while 
> community is important in Japan, I think it is imporant to consider how Japanese 
> ABE is part of multicultural Japan.
> 
> Erik Jacobson
> 
> 
> 
>  -------------- Original message ----------------------
> From: Mari John <mjohn at kats.tec.ks.us>
> > As a "newcomer" to this discussion room, first of all, let me say I find the
> > discussion fascinating.  Thanks for the opportunity.
> >
> > To compare the diverse population of the US to other monocultures is using a 
> lot
> > of energy without first recognizing up front that a huge difference exists
> > between the US and Asian countries.  That said...our South Korean ESL teacher 
> is
> > aghast at the laxity of the ABE students both in body language and dress but
> > especially attitudinally.  Listening to her explain a typical South Korean
> > school day makes MY head swim.  These monocultures have unanimity on the
> > importance of education and are honor/shame oriented countries unlike the US.
> > While traditional culture pressure may not be as pronounced in Japan or South
> > Korea as some of their Middle Eastern neighbors, community consensus generally
> > reigns.  I'd like to learn from them and gather ideas; however, we must
> > recognize this basic difference.
> >
> > Mari John
> > Kansas
> >
> 
> 
> ------------------------------
> 
> Message: 2
> Date: Thu, 13 Sep 2007 12:46:56 -0400
> From: rejoicer at aol.com
> Subject: [SpecialTopics 618] Re: text communication
> To: specialtopics at nifl.gov
> Message-ID: <8C9C43CD4B26F61-B1C-158D at webmail-de04.sysops.aol.com>
> Content-Type: text/plain; charset="utf-8"
> 
> Katherine-
> Oh, I totally agree. I wouldn't throw out handwriting! I'm thinking that using 
> the computer for this group with so many barriers might make learning the 
> letters and working with words easier. In a pre-literate world, computers 
> wouldn't be possible. We've got them so we can use them. They still need to 
> learn to make the letters, but perhaps the computer would help remove the 
> barrier that writing takes in learning the letters.
> 
> It has been amazing to me how many basic concepts my students had to learn 
> around print awareness and discriminating between the letter shapes before we 
> could even start. The concept of a word being written down, and that those 
> different sets of squiggles meant different things was brand new to them. In one 
> lesson, I used sight words on index cards. I had "God loves Elizabeth" (I'm in a 
> church setting so this is ok) with one word per card. I showed Elizabeth the 
> three cards, then put them in a sentence, reading them to her, pointing at each 
> word. We did that a few times. Then I picked up the God and Elizabeth cards and 
> switched them. She watched me switch them, then read "God loves Elizabeth" with 
> no concept that the word order was different.
> 
> Handwriting has been just as tough. When I started, they could not copy a circle 
> or make a triangle or square without my providing dots for the corners and their 
> connecting the dots. They had no clue how to make the pencil do that without 
> them. I have had them practice tracing letters, worked with stencils and given 
> them things to copy. Even after a year, Essah still makes his s sideways and 
> does not recognize that orientation is important. I'm thinking if I used the 
> keyboard more might help reinforce the properties of the actual letter in seeing 
> it over and over.
> 
> It has been a wonderful journey, but in so many ways I wind up inventing 
> materials for them to use. In American society, we are exposed to print 
> everywhere we are and much of that is assimilated by the time a child reaches 
> kindergarten. All of this is new to my students, and it is compounded by their 
> elder status, making learning new things that much harder as the plasticity of 
> the brain has modified somewhat. We laugh a lot and have fun together, but as in 
> many instances, as the teacher I am learning as much as the students.
> 
> I'd love to hear if there are ideas to work with this level out there from our 
> guests. Maybe Barbara?
> 
> Jean Marrapodi
> Director of Education
> Providence Assembly of God Learning Center
> Providence, RI
> 
> 
> -----Original Message-----
> From: Katherine G <Kgotthardt at comcast.net>
> To: specialtopics at nifl.gov
> Sent: Thu, 13 Sep 2007 10:19 am
> Subject: [SpecialTopics 613] Re: text communication
> 
> 
> 
> I have to interject here.? No matter how much we depend on computers, hand 
> writing skills are extremely necessary if students of all ages are to be 
> fully-functioning communicators.? Think of all the forms that still require hand 
> written responses.? Think of classroom activities including those on the 
> black/white boards.? Additionally, hand written notes often serve as the only 
> indication of original work; this includes the signature, something we would not 
> want reproduced, say, on our checks or contracts.
> 
> ?
> 
> Teaching hand writing has become a lost art in this age of overwhelming program 
> and curriculum requirements, and it is certainly undervalued in this age of 
> technology.? No, we need to teach people to write the alphabet, to sign their 
> names, to form letters.? I say this as a distance education instructor who has 
> pretty poor handwriting.
> 
> ?
> 
> 
> Katherine Mercurio Gotthardt, ESOL Online Instructor
> 
> Prince William County Public Schools
> 
> Adult Education
> 
> P.O. Box 389
> 
> Manassas, VA 20108
> 
> work 703-791-8387
> 
> fax 703-791-8889
> .
> 
> ?
> 
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]On 
> Behalf Of rejoicer at aol.com
> Sent: Thursday, September 13, 2007 9:20 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 611] Re: text communication
> 
> 
> What a marvelous thought!!! Bypassing the need to write them and the elimination 
> of a necessary skill! I teach pre-literate Liberian senior citizens?here in the 
> US and they have had such a difficult time learning to write the letters. I 
> would have thought learning the keyboard was one more skill, and a challenging 
> one at that, but it may just be easier to recognize and locate a letter than to 
> form it with a pencil. I must try this!!!
> 
> Thanks Narema.
> 
> Jean Marrapodi
> Director of Education
> Providence Assembly of God Learning Center
> Providence, RI (USA)
> 
> PS. Is anyone capturing this content on the ALE Wiki?
> 
> 
> -----Original Message-----
> From: Hann, Naeema <N.Hann at leedsmet.ac.uk>
> To: specialtopics at nifl.gov
> Sent: Thu, 13 Sep 2007 4:03 am
> Subject: [SpecialTopics 610] Re: text communication
> 
> 
> 
> 
> Janet, your observation on how literacy manifests itself i.e. the difference in 
> richness of communication from person texting or writing is interesting.
> 
> At a basic literacy program in Bradford, we found that adult learners were able 
> to ?write? (create texts) sooner when word processing on a laptop. Could this be 
> because they bypassed the different motor skills needed for each letter of the 
> Urdu alphabet and just needed to remember the shape of the letter and its 
> position on the keyboard? For the Urdu script, Urdu as a Second Language 
> learners have remarked on this being the easier option.
> 
> ?
> 
> Are there any L1 literacy programmes in English speaking countries? I would love 
> to hear from people who have experience of these.
> 
> 
> Naeema B.Hann
> 
> 
> 
> 
> ?
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On 
> Behalf Of Janet Isserlis
> Sent: 12 September 2007 13:36
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 599] text communication
> 
> ?
> 
> Juliet and all
> 
> I've observed, among participants in a Deaf literacy program here in Providence 
> that people use sidekicks (a T Mobile phone?) extensively. ?I first became aware 
> of it when a Deaf learner showed up at my office, which is not far from the 
> building where classes are held. ??We didn't know the room # of the building, 
> and as I was using the regular land line to try to call someone at the 
> university to find out where the class was held, this learner was using his side 
> kick to send a text message to the program coordinator.
> 
> I was particularly struck by his fluidity and fluency (if I may use those terms) 
> with generate the text message (I can't bring myself to say "texting") -- 
> particularly after having seen his hand writing, which was very much that of a 
> basic basic level writer. ?Made me really stop and think about what "writing" is 
> and how literacy manifests itself ? as we know ? in so many ways. ?Also puts me 
> in mind of work that Glenn Young and others are doing in figuring out ways to 
> utilize technology in service to people whose literacy abilities may seem 
> limited, but ? with the use of technology ? are not. ?In other words, the 
> specific skills of spelling, decoding are subordinate to the larger abilities of 
> thinking and expression.
> 
> Other thoughts?
> 
> Janet Isserlis
> 
> 
> 
> From: Juliet Merrifield <j.merrifield at zen.co.uk>
> Reply-To: <specialtopics at nifl.gov>
> Date: Wed, 12 Sep 2007 08:06:20 +0100
> To: <specialtopics at nifl.gov>
> Subject: [SpecialTopics 596] Re: Community Literacy
> 
> Re. technology: ?there is, of course, a lot of experimenting with e-learning in 
> the UK, but it?s probably not very different from what?s going on in the US. 
> ?More intriguing is an example from the Gambia (it?s in the Language of Literacy 
> chapter in our Oxfam book) on how mobile phone technology has transformed 
> communication for deaf people. ?This was incorporated into a programme of sign 
> language and literacy. ?I hadn?t really thought about the importance of texting 
> versus voice phone, and of course it is a very particular literacy. Anyone else 
> know something similar/
> ?
> Juliet
> ?
> 
> Juliet Merrifield
> 
> -----Original Message-
> 
> 
> 
> 
> 
> To view the terms under which this email is distributed, please go to 
> http://disclaimer.leedsmet.ac.uk/email.htm
> 
> 
> 
> 
> 
> 
> -------------------------------
> ational Institute for Literacy
> pecial Topics mailing list
> pecialTopics at nifl.gov
> o unsubscribe or change your subscription settings, please go to
> ttp://www.nifl.gov/mailman/listinfo/SpecialTopics
> mail delivered to rejoicer at aol.com
> 
> 
> Email and AIM finally together. You've gotta check out free AOL Mail!
> 
> 
> 
> 
> 
> -------------------------------
> ational Institute for Literacy
> pecial Topics mailing list
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> o unsubscribe or change your subscription settings, please go to
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> mail delivered to rejoicer at aol.com
> 
> 
> ________________________________________________________________________
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> http://mail.aol.com
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> An HTML attachment was scrubbed...
> URL: 
> http://www.nifl.gov/pipermail/specialtopics/attachments/20070913/60dd3a00/attach
> ment-0001.html
> 
> ------------------------------
> 
> Message: 3
> Date: Thu, 13 Sep 2007 13:08:54 -0400
> From: "Darnelle Richardson" <drichardson at jclibrary.org>
> Subject: [SpecialTopics 619] Re: text communication
> To: <specialtopics at nifl.gov>
> Message-ID:
>         
> <4EA97732BEFF5041A6AABC9CD77655BDA7C3AE at jersey-mail.jcpl_serv.jclibrary.org>
> 
> Content-Type: text/plain; charset="utf-8"
> 
> Katherine,
> 
> I agree with you wholeheartedly about the need to teach people how to write.  I 
> consider text messaging to be a double whammy for any student who is learning to 
> read or improve their English.  They shouldn't learn to write the wrong way and 
> then struggle with corrections later.  To me this impedes the learning process, 
> and I strongly discourage them from sending text messages.
> 
> Darnelle L. Richardson
> Program Coordinator
> Literacy Program
> Jersey City Public Library
> 472 Jersey Avenue
> Jersey City, NJ  07302
> T: 201/547-5770
> F: 201/435-5746
> E-mail:  drichardson at jclibrary.org
> 
> "Shoot for the moon.  Even if you miss it, you will land among the stars."  Les 
> Brown
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]On 
> Behalf Of Katherine G
> Sent: Thursday, September 13, 2007 10:19 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 613] Re: text communication
> 
> 
> I have to interject here.  No matter how much we depend on computers, hand 
> writing skills are extremely necessary if students of all ages are to be 
> fully-functioning communicators.  Think of all the forms that still require hand 
> written responses.  Think of classroom activities including those on the 
> black/white boards.  Additionally, hand written notes often serve as the only 
> indication of original work; this includes the signature, something we would not 
> want reproduced, say, on our checks or contracts.
> 
> Teaching hand writing has become a lost art in this age of overwhelming program 
> and curriculum requirements, and it is certainly undervalued in this age of 
> technology.  No, we need to teach people to write the alphabet, to sign their 
> names, to form letters.  I say this as a distance education instructor who has 
> pretty poor handwriting.
> 
> Katherine Mercurio Gotthardt, ESOL Online Instructor
> 
> Prince William County Public Schools
> 
> Adult Education
> 
> P.O. Box 389
> 
> Manassas, VA 20108
> 
> work 703-791-8387
> 
> fax 703-791-8889
> 
> .
> 
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]On 
> Behalf Of rejoicer at aol.com
> Sent: Thursday, September 13, 2007 9:20 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 611] Re: text communication
> 
> 
> What a marvelous thought!!! Bypassing the need to write them and the elimination 
> of a necessary skill! I teach pre-literate Liberian senior citizens here in the 
> US and they have had such a difficult time learning to write the letters. I 
> would have thought learning the keyboard was one more skill, and a challenging 
> one at that, but it may just be easier to recognize and locate a letter than to 
> form it with a pencil. I must try this!!!
> 
> Thanks Narema.
> 
> Jean Marrapodi
> Director of Education
> Providence Assembly of God Learning Center
> Providence, RI (USA)
> 
> PS. Is anyone capturing this content on the ALE Wiki?
> 
> 
> -----Original Message-----
> From: Hann, Naeema <N.Hann at leedsmet.ac.uk>
> To: specialtopics at nifl.gov
> Sent: Thu, 13 Sep 2007 4:03 am
> Subject: [SpecialTopics 610] Re: text communication
> 
> 
> Janet, your observation on how literacy manifests itself i.e. the difference in 
> richness of communication from person texting or writing is interesting.
> At a basic literacy program in Bradford, we found that adult learners were able 
> to ?write? (create texts) sooner when word processing on a laptop. Could this be 
> because they bypassed the different motor skills needed for each letter of the 
> Urdu alphabet and just needed to remember the shape of the letter and its 
> position on the keyboard? For the Urdu script, Urdu as a Second Language 
> learners have remarked on this being the easier option.
> 
> Are there any L1 literacy programmes in English speaking countries? I would love 
> to hear from people who have experience of these.
> Naeema B.Hann
> 
> 
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov [ mailto:specialtopics-bounces at nifl.gov 
> <mailto:specialtopics-bounces at nifl.gov?> ] On Behalf Of Janet Isserlis
> Sent: 12 September 2007 13:36
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 599] text communication
> 
> Juliet and all
> 
> I've observed, among participants in a Deaf literacy program here in Providence 
> that people use sidekicks (a T Mobile phone?) extensively.  I first became aware 
> of it when a Deaf learner showed up at my office, which is not far from the 
> building where classes are held.   We didn't know the room # of the building, 
> and as I was using the regular land line to try to call someone at the 
> university to find out where the class was held, this learner was using his side 
> kick to send a text message to the program coordinator.
> 
> I was particularly struck by his fluidity and fluency (if I may use those terms) 
> with generate the text message (I can't bring myself to say "texting") -- 
> particularly after having seen his hand writing, which was very much that of a 
> basic basic level writer.  Made me really stop and think about what "writing" is 
> and how literacy manifests itself ? as we know ? in so many ways.  Also puts me 
> in mind of work that Glenn Young and others are doing in figuring out ways to 
> utilize technology in service to people whose literacy abilities may seem 
> limited, but ? with the use of technology ? are not.  In other words, the 
> specific skills of spelling, decoding are subordinate to the larger abilities of 
> thinking and expression.
> 
> Other thoughts?
> 
> Janet Isserlis
> 
>   _____
> 
> From: Juliet Merrifield < j.merrifield at zen.co.uk>
> Reply-To: < specialtopics at nifl.gov>
> Date: Wed, 12 Sep 2007 08:06:20 +0100
> To: < specialtopics at nifl.gov>
> Subject: [SpecialTopics 596] Re: Community Literacy
> 
> Re. technology:  there is, of course, a lot of experimenting with e-learning in 
> the UK, but it?s probably not very different from what?s going on in the US.  
> More intriguing is an example from the Gambia (it?s in the Language of Literacy 
> chapter in our Oxfam book) on how mobile phone technology has transformed 
> communication for deaf people.  This was incorporated into a programme of sign 
> language and literacy.  I hadn?t really thought about the importance of texting 
> versus voice phone, and of course it is a very particular literacy. Anyone else 
> know something similar/
> 
> Juliet
> 
> 
> Juliet Merrifield
> 
> -----Original Message-
> To view the terms under which this email is distributed, please go to 
> http://disclaimer.leedsmet.ac.uk/email.htm
> -------------------------------
> 
> National Institute for Literacy
> 
> Special Topics mailing list
> 
> SpecialTopics at nifl.gov
> 
> To unsubscribe or change your subscription settings, please go to
> 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> 
> Email delivered to  rejoicer at aol.com
> 
> 
>   _____
> 
> Email and AIM finally together. You've gotta check out free AOL Mail 
> <http://o.aolcdn.com/cdn.webmail.aol.com/mailtour/aol/en-us/index.htm?ncid=AOLAO
> F00020000000970> !
> 
> 
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> http://www.nifl.gov/pipermail/specialtopics/attachments/20070913/3f3381c4/attach
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> 
> -------------------------------
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> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
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> 
> End of SpecialTopics Digest, Vol 14, Issue 16
> *********************************************
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

From djrosen at comcast.net  Thu Sep 13 22:10:16 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 13 Sep 2007 22:10:16 -0400
Subject: [SpecialTopics 626]  Last Day of International Programs Discussion
Message-ID: <8EE22DEB-94B1-4FCB-B0DC-25567768A5A3@comcast.net>

Special Topics Colleagues,

Friday, September 14th, is the last day of our discussion about what  
adult literacy education programs in the U.S. can learn from literacy  
programs and initiatives in other countries.  Our discussion has  
touched on many different experiences, ideas and issues, cultures and  
countries. Brenda Bell has suggested that one good framework to look  
at this wide range of issues across countries is  Part II of the  
Oxfam book, Developing Adult Literacy: Approaches to Planning,  
Implementing and Delivering Literacy Initiatives. I urge you to take  
a look at this part, indeed the whole book.  It's available free, for  
now at least, as a download from

http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164

Subscribers and guests: what will you carry away from this  
discussion?  What new information or ideas? What has whetted your  
appetite for more? What might you try out in your program?

Some of our guests may be checking in on Friday so if you have more  
questions there is still time.  Some of our guests, too, may have  
other thoughts or comments they would like to share. And I do hope  
some of our guests can address the last three questions I posed:

8.  How are other countries managing to embed language and literacy  
development into services designed to help adults get jobs with a  
future?

9. What do participants most get out of the programs that you have  
been involved with?  Conversation skills, reading skills, writing  
skills, employment skills, empowerment, preparation for postsecondary  
education, computer skills?
If you have been involved in developing integrated curriculum, what  
are the main goals of curriculum development in international contexts?

10. How is success measured in programs in other countries?  What  
sorts of metrics are used?

On Monday we start a new discussion, on adult numeracy.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From ejonline at comcast.net  Thu Sep 13 23:01:24 2007
From: ejonline at comcast.net (ejonline at comcast.net)
Date: Fri, 14 Sep 2007 03:01:24 +0000
Subject: [SpecialTopics 627] Re: Last Day of International Programs
	Discussion
Message-ID: <091420070301.28986.46E9F983000DCDF00000713A22064244130A0207040201060A@comcast.net>

>From what I have seen in Japan - 

8) They are not thinking about jobs with a future, or jobs at all. There are no long range plans like that in most programs. 

9) Students get a place to feel comfortable and supported. They get a kind ear. They get to feel like part of a community. They also get language skills, literacy skills and content area knowledge. 

10) Assessment is a tough issue - and raising it can cause a room to empty. Most programs don't reallly want to talk about assessment. I suppose the government might talk about how many people have graduated from programs, but they don't often get involved at that level. 

What I am interested in checking out is community publishing. Many programs produce books of student writing, and I would like to check back in with them to hear more about the reaction and how they are used. My sense is that they are more of a way to document students' work and as an awareness raising thing. I don't think they are used as materials in the classroom. 

Erik Jacobson

 -------------- Original message ----------------------
From: "David J. Rosen" <djrosen at comcast.net>
> Special Topics Colleagues,
> 
> Friday, September 14th, is the last day of our discussion about what  
> adult literacy education programs in the U.S. can learn from literacy  
> programs and initiatives in other countries.  Our discussion has  
> touched on many different experiences, ideas and issues, cultures and  
> countries. Brenda Bell has suggested that one good framework to look  
> at this wide range of issues across countries is  Part II of the  
> Oxfam book, Developing Adult Literacy: Approaches to Planning,  
> Implementing and Delivering Literacy Initiatives. I urge you to take  
> a look at this part, indeed the whole book.  It's available free, for  
> now at least, as a download from
> 
> http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
> 
> Subscribers and guests: what will you carry away from this  
> discussion?  What new information or ideas? What has whetted your  
> appetite for more? What might you try out in your program?
> 
> Some of our guests may be checking in on Friday so if you have more  
> questions there is still time.  Some of our guests, too, may have  
> other thoughts or comments they would like to share. And I do hope  
> some of our guests can address the last three questions I posed:
> 
> 8.  How are other countries managing to embed language and literacy  
> development into services designed to help adults get jobs with a  
> future?
> 
> 9. What do participants most get out of the programs that you have  
> been involved with?  Conversation skills, reading skills, writing  
> skills, employment skills, empowerment, preparation for postsecondary  
> education, computer skills?
> If you have been involved in developing integrated curriculum, what  
> are the main goals of curriculum development in international contexts?
> 
> 10. How is success measured in programs in other countries?  What  
> sorts of metrics are used?
> 
> 
> On Monday we start a new discussion, on adult numeracy.
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

From N.Hann at leedsmet.ac.uk  Fri Sep 14 03:47:16 2007
From: N.Hann at leedsmet.ac.uk (Hann, Naeema)
Date: Fri, 14 Sep 2007 08:47:16 +0100
Subject: [SpecialTopics 628] Re: SpecialTopics Digest, Vol 14,
	Issue 16: Re:handwriting, mono and multicultural societies
Message-ID: <9186F523A473994EA4D01FECBBCC5857063AF922@leedsmet-exch1.leedsmet.ac.uk>

Thankyou Ujwala, you have just saved me some time. I agree completely
with what you say. On a geographically smaller scale, Pakistan is a
country of at least four mainstream languages with accompanying literacy
traditions. However, most written communication at official, social and
personal levels is likely to be in Urdu, followed by English. 

I also find it worrying to reduce very rich and diverse cultural
traditions to honour/shame labels. Honour and shame exist in non-Asian
societies too and can be expressed very strongly with long lasting
consequences.

Also, a clarification for colleagues who took my mail about using
laptops to aid literacy skills as bypassing handwriting. This is not the
case at all. Mouse and keyboard skills are an aid in some classes,
particularly for parents or carers of children and young people, for
these learners to recognise basic letter shapes and see them change on
the screen to their cursive versions. Mouse and keyboard skills also
give them access to a range of reading materials, even at basic levels,
on the internet. Most if all, it gives these learners status and respect
with the young people they care for. This last is very important for the
development of confident identities among young people who may be from
first, second or even 5th generation immigrant communities.

Well, must say this is a fascinating subject and lively discussion.

All the best, 

Naeema 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Ujwala Samant
Sent: 13 September 2007 18:58
To: specialtopics at nifl.gov
Subject: [SpecialTopics 621] Re: SpecialTopics Digest, Vol 14,Issue 16:
Re: : Japan and Homogeneous Populations

Hello,

I'd like to address Mari John's email. 

India is a subcontinent,(28 states) with such
diversity as I have not seen in any country that I
have lived in. And I don't just mean in terms of (18)
official languages (excluding English and Portuguese)
and dialects (Hindi alone has 13 recognised dialects),
but in terms of distinct cultures. India also has
multiple religions, and hence, much to the glee of
school children, multiple school holidays. 

Whilst working on an adult literacy programme in
Mumbai, I struggled with teaching adults Marathi, the
state language of Maharashtra, because a number of
women spoke dialects, and the official literacy kits
were all in school Marathi. This made learning to read
difficult for a Konkani speaker, a Malvani speaker and
those with Kolhapuri Marathi etc. Often it felt like
the tower of Babel when we would discuss pronunciation
and writing, even though Marathi is a phonetic
language, using very clear phonemes with distinct
vowel and consonant sounds!

And this was quite different to working with the
children of Mumbai elite in a school for children with
special needs. They came in chauffeur-driven cars and
parents treated teachers like peons. In the slums, the
culture of education and the attitude towards it and
the teacher was different: very respectful. 

To me the big difference between adult literacy
programmes in South Asia and the USA is the pressure
and need for adults in the US to conform to an
American mainstream identity whilst perhaps living in
cultural pockets in their homes. In India, living in a
multicultural setting is the norm, especially in the
cities and towns, with no pressure to belong to a
specific cultural identity. 

Perhaps we should revisit the perceptions that:
1. Asian cultures (and there are enormous differences
even amongst Asian cultures) are monocultural
2. Asian cultures have the same regard/political
opinions, or needs of adult education
3. America is culturally diverse: what defines
diversity, and how does it impact on adult education

 Thank you,
With best wishes,
Ujwala

--- specialtopics-request at nifl.gov wrote:

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> Today's Topics:
> 
>    1. [SpecialTopics 617] Re: : Japan and
> Homogeneous Populations
>       (ejonline at comcast.net)
>    2. [SpecialTopics 618] Re: text communication
> (rejoicer at aol.com)
>    3. [SpecialTopics 619] Re: text communication
> (Darnelle Richardson)
> 
> 
>
----------------------------------------------------------------------
> 
> Message: 1
> Date: Thu, 13 Sep 2007 16:13:09 +0000
> From: ejonline at comcast.net
> Subject: [SpecialTopics 617] Re: : Japan and
> Homogeneous Populations
> To: specialtopics at nifl.gov
> Message-ID:
> 
>
<091320071613.5120.46E96195000B94090000140022007340760A0207040201060A at co
mcast.net>
> 	
> 
> I agree that Japan (and other Asian countries) and
> the US are different, but the interesting thing is
> that the history of ABE in Japan is really an
> important part of the history of multicultural Japan
> (and I would suggest that Japan has always been
> multicultural in some ways). 
> 
> One stream of Japanese ABE was created and operated
> by the buraku community, a part Japanese society
> that functions as a lower caste and that
> traditionally has had less access to education.
> Other programs were created to provide ABE to the
> Korean population of Japan, particularly the older
> generation that remained in Japan after WW2. Newer
> programs provide JSL to recent waves of immigrants
> from South America (e.g., Brazil, Peru),  Asia
> (e.g., China, the Philippines) and other countries. 
> 
> Many of the volunteer programs that teach JSL do so
> to welcome their new neighbors, and often talk about
> the changing nature of the society in their
> descriptions of themselves. In this sense parts of
> ABE in Japan really celebrate the multicultural
> nature of Japan. Volunteers in these programs talk
> about wanting to see this for themselves, and to
> have a chance to meet people from other cultures. 
> 
> To cycle back to an earlier question, I think the
> impact that these volunteers have on the larger
> community might be somewhat limited. When I began my
> research there I thought these programs would
> provide a bridge between the Japanese mainstream
> (that might not want to recognize the multiculltural
> nature of Japan, or who would still have prejudice
> towards the burakumin), but many of the volunteers I
> spoke with said that they don't talk about their
> work that much to other people (including their
> family) who are not already involved. In some ways
> it is something they do for themselves and for
> whoever they work with, and they don't describe it
> as part of wanting to change attitudes in the larger
> community. 
> 
> Certainly, this sense of being part of community is
> important in Japan. Even correspondance schools for
> adults have field trips where the isolated students
> get together.  Most one on one tutoring programs
> meet together in large rooms, rather than in
> individual locations (like in the US).  As another
> example, one of the schools (a night time junior
> high school)  that I have been visiting and working
> with holds something that they call "nakama" which
> means "community" or group of people. Students from
> different classes come together to discuss one
> subject. In the beginning, teachers taught lessons
> about topical subjects, but the student
> participation was limited. Then students took the
> lead to talk about the discrimination they were
> dealing with. That structure worked for a few years,
> but over time they sort of burnt out on that (sample
> student response: "Yeah, yeah, I get it, I get it -
> discrimination stinks..."). Then teachers took the
> lead and that has met with mixed results
>  . It f
> eels more like a class now, and concerned teachers
> are trying to figure out what is next. 
> 
> Sorry this post is a bit long. Boiled down I guess
> my point is that while community is important in
> Japan, I think it is imporant to consider how
> Japanese ABE is part of multicultural Japan. 
> 
> Erik Jacobson
> 
> 
> 
>  -------------- Original message
> ----------------------
> From: Mari John <mjohn at kats.tec.ks.us>
> > As a "newcomer" to this discussion room, first of
> all, let me say I find the 
> > discussion fascinating.  Thanks for the
> opportunity.
> > 
> > To compare the diverse population of the US to
> other monocultures is using a lot 
> > of energy without first recognizing up front that
> a huge difference exists 
> > between the US and Asian countries.  That
> said...our South Korean ESL teacher is 
> > aghast at the laxity of the ABE students both in
> body language and dress but 
> > especially attitudinally.  Listening to her
> explain a typical South Korean 
> > school day makes MY head swim.  These monocultures
> have unanimity on the 
> > importance of education and are honor/shame
> oriented countries unlike the US.  
> > While traditional culture pressure may not be as
> pronounced in Japan or South 
> > Korea as some of their Middle Eastern neighbors,
> community consensus generally 
> > reigns.  I'd like to learn from them and gather
> ideas; however, we must 
> > recognize this basic difference.
> > 
> > Mari John
> > Kansas
> > 
> 
> 
> ------------------------------
> 
> Message: 2
> Date: Thu, 13 Sep 2007 12:46:56 -0400
> From: rejoicer at aol.com
> Subject: [SpecialTopics 618] Re: text communication
> To: specialtopics at nifl.gov
> Message-ID:
>
<8C9C43CD4B26F61-B1C-158D at webmail-de04.sysops.aol.com>
> Content-Type: text/plain; charset="utf-8"
> 
> Katherine-
> Oh, I totally agree. I wouldn't throw out
> handwriting! I'm thinking that using the computer
> for this group with so many barriers might make
> learning the letters and working with words easier.
> In a pre-literate world, computers wouldn't be
> possible. We've got them so we can use them. They
> still need to learn to make the letters, but perhaps
> the computer would help remove the barrier that
> writing takes in learning the letters. 
> 
> It has been amazing to me how many basic concepts my
> students had to learn around print awareness and
> discriminating between the letter shapes before we
> could even start. The concept of a word being
> written down, and that those different sets of
> squiggles meant different things was brand new to
> them. In one lesson, I used sight words on index
> cards. I had "God loves Elizabeth" (I'm in a church
> setting so this is ok) with one word per card. I
> showed Elizabeth the three cards, then put them in a
> sentence, reading them to her, pointing at each
> word. We did that a few times. Then I picked up the
> God and Elizabeth cards and switched them. She
> watched me switch them, then read "God loves
> Elizabeth" with no concept that the word order was
> different.
> 
> Handwriting has been just as tough. When I started,
> they could not copy a circle or make a triangle or
> square without my providing dots for the corners and
> their connecting the dots. They had no clue how to
> make the pencil do that without them. I have had
> them practice tracing letters, worked with stencils
> and given them things to copy. Even after a year,
> Essah still makes his s sideways and does not
> recognize that orientation is important. I'm
> thinking 
=== message truncated ===

 
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From j.merrifield at zen.co.uk  Fri Sep 14 03:51:33 2007
From: j.merrifield at zen.co.uk (Juliet Merrifield)
Date: Fri, 14 Sep 2007 08:51:33 +0100
Subject: [SpecialTopics 629] Re: Last Day of International Programs
	Discussion
In-Reply-To: <8EE22DEB-94B1-4FCB-B0DC-25567768A5A3@comcast.net>
Message-ID: <000201c7f6a4$159208f0$3f00a8c0@Megan>

Not enough time to respond to all the questions.  Briefly though,
England's national Skills Strategy is very much focused on 'skills for
jobs' and most of the funding is going into this area.  For a view on
embedding literacy and numeracy into vocational training you might like
to look at a recent NRDC report -- 'You wouldn't expect a maths teacher
to teach plastering' --
http://www.nrdc.org.uk/publications_details.asp?ID=73

On the definitions of success, England has developed a very strong
accountability system that is built around targets and monitoring.  As a
basic skills education provider we are judged each year on our 'success
rates' -- that is, of the number who started a course how many achieved
one of the approved Skills for Life qualifications by the end.  There
are penalties for not reaching a minimum benchmark.  Although
non-accredited courses are possible they should not make up more than
20% of all our provision (and since all of the lowest level courses,
Pre-entry, have to be non-accredited because there are no approved
qualifications at this level, it means that virtually everyone else is
'working towards' one or another qualification).  The qualifications are
at different levels and include speaking and listening, reading and
writing (3 units at each level).  However the dominant success measure,
because they count towards national targets, are the national literacy
certificates at the top two levels (roughly school leaving level in
difficulty).  These are multiple choice tests of reading for
information, and have been widely criticised as very narrowly defined.
They also use a format, multiple choice tests, that are a quite
unfamiliar genre in the English educational system.  When my kids moved
from their American schools to English ones they said goodbye to pop
quizzes and the like.  

While I support entirely the desire of many learners who achieved no
qualifications at school to gain a nationally recognised certificate
now, I and many others remain critical of the narrowness and the form of
the one we have.  And in my view the performance accountability system
has led to distortions, gaming the numbers and all the rest that
consistently accompany this kind of system whenever it has been tried.
I can't say to the US 'don't go there' because it came from you in the
first place!

Juliet

Juliet Merrifield

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: 14 September 2007 03:10
To: specialtopics at nifl.gov
Subject: [SpecialTopics 626] Last Day of International Programs
Discussion

Special Topics Colleagues,

Friday, September 14th, is the last day of our discussion about what  
adult literacy education programs in the U.S. can learn from literacy  
programs and initiatives in other countries.  Our discussion has  
touched on many different experiences, ideas and issues, cultures and  
countries. Brenda Bell has suggested that one good framework to look  
at this wide range of issues across countries is  Part II of the  
Oxfam book, Developing Adult Literacy: Approaches to Planning,  
Implementing and Delivering Literacy Initiatives. I urge you to take  
a look at this part, indeed the whole book.  It's available free, for  
now at least, as a download from

http://publications.oxfam.org.uk/oxfam/display.asp?K?007030715391164

Subscribers and guests: what will you carry away from this  
discussion?  What new information or ideas? What has whetted your  
appetite for more? What might you try out in your program?

Some of our guests may be checking in on Friday so if you have more  
questions there is still time.  Some of our guests, too, may have  
other thoughts or comments they would like to share. And I do hope  
some of our guests can address the last three questions I posed:

8.  How are other countries managing to embed language and literacy  
development into services designed to help adults get jobs with a  
future?

9. What do participants most get out of the programs that you have  
been involved with?  Conversation skills, reading skills, writing  
skills, employment skills, empowerment, preparation for postsecondary  
education, computer skills?
If you have been involved in developing integrated curriculum, what  
are the main goals of curriculum development in international contexts?

10. How is success measured in programs in other countries?  What  
sorts of metrics are used?

On Monday we start a new discussion, on adult numeracy.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------------------------
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Email delivered to j.merrifield at zen.co.uk

From gailw at sfsu.edu  Fri Sep 14 08:15:37 2007
From: gailw at sfsu.edu (Gail E Weinstein)
Date: Fri, 14 Sep 2007 05:15:37 -0700
Subject: [SpecialTopics 630] Re: Last Day of International
	Programs	Discussion
In-Reply-To: <091420070301.28986.46E9F983000DCDF00000713A22064244130A0207040201060A@comcast.net>
Message-ID: <OF89A39EC7.2E0D7C93-ON88257356.00429371-88257356.004353F1@sfsu.edu>

Hi Friends.

Sorry to join very late in the discussion. 

I'm interested in Eric's comment about community publishing and using 
learner writing. I'm working on a model I call "Learners' LIves as 
Curriculum", where teachers are trained to collect and use learner 
narratives as the basis for developing mateirals.  I"ve been developing 
this for immigrnts in the United States, first in the form of 
traditionally published textbooks, but now with much more interest and 
emphasis on teacher training, to connect materials developmetn with 
learner narratives to professional development as they work in teams to 
write the material.

We're working now on collecting narratives from immigrants about memories 
of floods, earthquakes, etc. to develop disaster preparedness materials, 
and are training immigrant learners to collect some of the stories.  The 
next project in line is to develop health literacy materials beginning 
with "stories of courage and hope" from immigrant cancer survivors as a 
way into mateiral about screening and resources for cancer.   The purpose 
of this model, is, as Eric comments, to weave learner writing and learner 
stories into the fabric of the curriculum itself. 

A couple of our graduated students from the MATESOL program at San 
Francisco State got fascinated with the model and want to try it out in 
Japan.  We'll be presenting there in November.  I've also presented the 
model in Turkey and Israel, and have received very enthused responses from 
teachers there, who are exasperated with materials that have been imported 
from foreign contexts.

Would love to discuss this more with interested colleagues.

Gail Weinstein

ejonline at comcast.net 
Sent by: specialtopics-bounces at nifl.gov
09/13/2007 08:01 PM
Please respond to
specialtopics at nifl.gov

To
specialtopics at nifl.gov
cc

Subject
[SpecialTopics 627] Re: Last Day of International Programs      Discussion

>From what I have seen in Japan - 

8) They are not thinking about jobs with a future, or jobs at all. There 
are no long range plans like that in most programs. 

9) Students get a place to feel comfortable and supported. They get a kind 
ear. They get to feel like part of a community. They also get language 
skills, literacy skills and content area knowledge. 

10) Assessment is a tough issue - and raising it can cause a room to 
empty. Most programs don't reallly want to talk about assessment. I 
suppose the government might talk about how many people have graduated 
from programs, but they don't often get involved at that level. 

What I am interested in checking out is community publishing. Many 
programs produce books of student writing, and I would like to check back 
in with them to hear more about the reaction and how they are used. My 
sense is that they are more of a way to document students' work and as an 
awareness raising thing. I don't think they are used as materials in the 
classroom. 

Erik Jacobson

 -------------- Original message ----------------------
From: "David J. Rosen" <djrosen at comcast.net>
> Special Topics Colleagues,
> 
> Friday, September 14th, is the last day of our discussion about what 
> adult literacy education programs in the U.S. can learn from literacy 
> programs and initiatives in other countries.  Our discussion has 
> touched on many different experiences, ideas and issues, cultures and 
> countries. Brenda Bell has suggested that one good framework to look 
> at this wide range of issues across countries is  Part II of the 
> Oxfam book, Developing Adult Literacy: Approaches to Planning, 
> Implementing and Delivering Literacy Initiatives. I urge you to take 
> a look at this part, indeed the whole book.  It's available free, for 
> now at least, as a download from
> 
> http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
> 
> Subscribers and guests: what will you carry away from this 
> discussion?  What new information or ideas? What has whetted your 
> appetite for more? What might you try out in your program?
> 
> Some of our guests may be checking in on Friday so if you have more 
> questions there is still time.  Some of our guests, too, may have 
> other thoughts or comments they would like to share. And I do hope 
> some of our guests can address the last three questions I posed:
> 
> 8.  How are other countries managing to embed language and literacy 
> development into services designed to help adults get jobs with a 
> future?
> 
> 9. What do participants most get out of the programs that you have 
> been involved with?  Conversation skills, reading skills, writing 
> skills, employment skills, empowerment, preparation for postsecondary 
> education, computer skills?
> If you have been involved in developing integrated curriculum, what 
> are the main goals of curriculum development in international contexts?
> 
> 10. How is success measured in programs in other countries?  What 
> sorts of metrics are used?
> 
> 
> On Monday we start a new discussion, on adult numeracy.
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

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From b.garner4 at verizon.net  Fri Sep 14 08:32:48 2007
From: b.garner4 at verizon.net (Barbara Garner)
Date: Fri, 14 Sep 2007 07:32:48 -0500 (CDT)
Subject: [SpecialTopics 631] Re: text communication
Message-ID: <14214026.38831189773168943.JavaMail.root@vms124.mailsrvcs.net>

Hi Jean,

It sounds like you're doing what we all do with pre-literate students: breaking things into increments, tracing letters before writing them independently, lots of practice, remembering that all the elements of reading and writing are learned behaviors, and that the muscle tone used in writing also has to be developed. In Mali and Guinea, folks eat with their hands, so not only do adult learners come to class without experience manipulating pens or pencils, they also haven't had the manual practice that spoons, forks, and knives offer. Is this the same in Liberia?

In Mali there's a pretty widespread system for introducing kids and adults to writing. It's based around the shape of a calabash, a gourd, and breaks down the main aspects of letter formation into parts of the calabash. The U is the bowl, the I is the handle (think sans serif), etc. They practice the pieces, in the air, with chalk on a board (bigger tool, easier to grip), with pencils on paper, before putting them all together. I wonder if your students might remember something like this from Liberia.

Barb

From: rejoicer at aol.com
Date: 2007/09/13 Thu AM 11:46:56 CDT
To: specialtopics at nifl.gov
Subject: [SpecialTopics 618] Re: text communication

Katherine-<br>
Oh, I totally agree. I wouldn't throw out handwriting! I'm thinking that using the computer for this group with so many barriers might make learning the letters and working with words easier. In a pre-literate world, computers wouldn't be possible. We've got them so we can use them. They still need to learn to make the letters, but perhaps the computer would help remove the barrier that writing takes in learning the letters. <br>
<br>
It has been amazing to me how many basic concepts my students had to learn around print awareness and discriminating between the letter shapes before we could even start. The concept of a word being written down, and that those different sets of squiggles meant different things was brand new to them. In one lesson, I used sight words on index cards. I had "God loves Elizabeth" (I'm in a church setting so this is ok) with one word per card. I showed Elizabeth the three cards, then put them in a sentence, reading them to her, pointing at each word. We did that a few times. Then I picked up the God and Elizabeth cards and switched them. She watched me switch them, then read "God loves Elizabeth" with no concept that the word order was different.<br>
<br>
Handwriting has been just as tough. When I started, they could not copy a circle or make a triangle or square without my providing dots for the corners and their connecting the dots. They had no clue how to make the pencil do that without them. I have had them practice tracing letters, worked with stencils and given them things to copy. Even after a year, Essah still makes his s sideways and does not recognize that orientation is important. I'm thinking if I used the keyboard more might help reinforce the properties of the actual letter in seeing it over and over.<br>
<br>
It has been a wonderful journey, but in so many ways I wind up inventing materials for them to use. In American society, we are exposed to print everywhere we are and much of that is assimilated by the time a child reaches kindergarten. All of this is new to my students, and it is compounded by their elder status, making learning new things that much harder as the plasticity of the brain has modified somewhat. We laugh a lot and have fun together, but as in many instances, as the teacher I am learning as much as the students.<br>
<br>
I'd love to hear if there are ideas to work with this level out there from our guests. Maybe Barbara? <br>
<br>
Jean Marrapodi<br>
Director of Education<br>
Providence Assembly of God Learning Center<br>
Providence, RI<br>
<br>
<br>
-----Original Message-----<br>
From: Katherine G <Kgotthardt at comcast.net><br>
To: specialtopics at nifl.gov<br>
Sent: Thu, 13 Sep 2007 10:19 am<br>
Subject: [SpecialTopics 613] Re: text communication<br>
<br>

<div id=AOLMsgPart_3_1603568d-9246-48d0-bef2-b7f3dc7916f4>

<div><FONT face=Arial color=#0000ff size=2><SPAN class=062581214-13092007>I have to interject here.?? No matter how much we depend on computers, hand writing skills are extremely necessary if students of all ages are to be fully-functioning communicators.?? Think of all the forms that still require hand written responses.?? Think of classroom activities including those on the black/white boards.?? Additionally, hand written notes often serve as the only indication of original work; this includes the signature, something we would not want reproduced, say, on our checks or contracts.</SPAN></FONT></div>

<div><FONT face=Arial color=#0000ff size=2><SPAN class=062581214-13092007></SPAN></FONT>??</div>

<div><FONT face=Arial color=#0000ff size=2><SPAN class=062581214-13092007>Teaching hand writing has become a lost art in this age of overwhelming program and curriculum requirements, and it is certainly undervalued in this age of technology.?? No, we need to teach people to write the alphabet, to sign their names, to form letters.?? I say this as a distance education instructor who has pretty poor handwriting.</SPAN></FONT></div>

<div><FONT face=Arial color=#0000ff size=2><SPAN class=062581214-13092007></SPAN></FONT>??</div>

<div><FONT face=Arial color=#0000ff size=2><SPAN class=062581214-13092007><FONT size=2>

<div>Katherine Mercurio Gotthardt, ESOL Online Instructor</div>

<div>Prince William County Public Schools</div>

<div>Adult Education</div>

<div>P.O. Box 389</div>

<div>Manassas, VA 20108</div>

<div>work 703-791-8387</div>

<div>fax 703-791-8889</div>
</FONT>.</SPAN></FONT></div>

<div>??</div>

<BLOCKQUOTE dir=ltr style="MARGIN-RIGHT: 0px">

<div class=OutlookMessageHeader dir=ltr align=left><FONT face=Tahoma size=2>-----Original Message-----<br>
<B>From:</B> <A href="mailto:specialtopics-bounces at nifl.gov">specialtopics-bounces at nifl.gov</A> [<A href="mailto:specialtopics-bounces at nifl.gov?">mailto:specialtopics-bounces at nifl.gov</A>]<B>On Behalf Of </B><A href="mailto:rejoicer at aol.com">rejoicer at aol.com</A><br>
<B>Sent:</B> Thursday, September 13, 2007 9:20 AM<br>
<B>To:</B> <A href="mailto:specialtopics at nifl.gov">specialtopics at nifl.gov</A><br>
<B>Subject:</B> [SpecialTopics 611] Re: text communication<br>
<br>
</FONT></div>
What a marvelous thought!!! Bypassing the need to write them and the elimination of a necessary skill! I teach pre-literate Liberian senior citizens??here in the US and they have had such a difficult time learning to write the letters. I would have thought learning the keyboard was one more skill, and a challenging one at that, but it may just be easier to recognize and locate a letter than to form it with a pencil. I must try this!!!<br>
<br>
Thanks Narema.<br>
<br>
Jean Marrapodi<br>
Director of Education<br>
Providence Assembly of God Learning Center<br>
Providence, RI (USA)<br>
<br>
PS. Is anyone capturing this content on the ALE Wiki?<br>
<br>
<br>
-----Original Message-----<br>
From: Hann, Naeema <<A href="mailto:N.Hann at leedsmet.ac.uk">N.Hann at leedsmet.ac.uk</A>><br>
To: <A href="mailto:specialtopics at nifl.gov">specialtopics at nifl.gov</A><br>
Sent: Thu, 13 Sep 2007 4:03 am<br>
Subject: [SpecialTopics 610] Re: text communication<br>
<br>

<div id=AOLMsgPart_3_b4fa6b3e-502a-4632-bf55-c40e67de301c>
<STYLE>#AOLMsgPart_3_1603568d-9246-48d0-bef2-b7f3dc7916f4 #AOLMsgPart_3_b4fa6b3e-502a-4632-bf55-c40e67de301c P.MsoNormal {    FONT-SIZE: 12pt; MARGIN: 0cm 0cm 0pt; FONT-FAMILY: "Times New Roman"}#AOLMsgPart_3_1603568d-9246-48d0-bef2-b7f3dc7916f4 LI.MsoNormal {    FONT-SIZE: 12pt; MARGIN: 0cm 0cm 0pt; FONT-FAMILY: "Times New Roman"}#AOLMsgPart_3_1603568d-9246-48d0-bef2-b7f3dc7916f4 DIV.MsoNormal {    FONT-SIZE: 12pt; MARGIN: 0cm 0cm 0pt; FONT-FAMILY: "Times New Roman"}#AOLMsgPart_3_1603568d-9246-48d0-bef2-b7f3dc7916f4 #AOLMsgPart_3_b4fa6b3e-502a-4632-bf55-c40e67de301c A:link {    COLOR: blue; TEXT-DECORATION: underline}#AOLMsgPart_3_1603568d-9246-48d0-bef2-b7f3dc7916f4 SPAN.MsoHyperlink {    COLOR: blue; TEXT-DECORATION: underline}#AOLMsgPart_3_1603568d-9246-48d0-bef2-b7f3dc7916f4 #AOLMsgPart_3_b4fa6b3e-502a-4632-bf55-c40e67de301c A:visited {    COLOR: purple; TEXT-DECORATION: underline}#AOLMsgPart_3_1603568d-9246-48d0-bef2-b7f3dc7916f4 SPAN.MsoHyperlinkFollowed {    COLOR: purple; TEXT-DECORATION: underline}#AOLMsgPart_3_1603568d-9246-48d0-bef2-b7f3dc7916f4 #AOLMsgPart_3_b4fa6b3e-502a-4632-bf55-c40e67de301c P {    FONT-SIZE: 12pt; MARGIN-LEFT: 0cm; MARGIN-RIGHT: 0cm; FONT-FAMILY: "Times New Roman"}#AOLMsgPart_3_1603568d-9246-48d0-bef2-b7f3dc7916f4 #AOLMsgPart_3_b4fa6b3e-502a-4632-bf55-c40e67de301c SPAN.EmailStyle17 {    COLOR: navy; FONT-FAMILY: Arial}#AOLMsgPart_3_1603568d-9246-48d0-bef2-b7f3dc7916f4 #AOLMsgPart_3_b4fa6b3e-502a-4632-bf55-c40e67de301c DIV.Section1 {    page: Section1}</STYLE>

<div class=Section1>

<div class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Janet, your observation on how literacy manifests itself i.e. the difference in richness of communication from person texting or writing is interesting. </SPAN></FONT></div>

<div class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">At a basic literacy program in </SPAN></FONT><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Bradford</SPAN></FONT><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">, we found that adult learners were able to ???write??? (create texts) sooner when word processing on a laptop. Could this be because they bypassed the different motor skills needed for each letter of the Urdu alphabet and just needed to remember the shape of the letter and its position on the keyboard? For the Urdu script, Urdu as a Second Language learners have remarked on this being the easier option.</SPAN></FONT></div>

<div class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial"></SPAN></FONT>??</div>

<div class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Are there any L1 literacy programmes in English speaking countries? I would love to hear from people who have experience of these.</SPAN></FONT></div>

<div>

<div style="MARGIN-BOTTOM: 12pt"><FONT face="Times New Roman" color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy">Naeema B.Hann<br>
<br>
</SPAN></FONT></div>
</div>

<div class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial"></SPAN></FONT>??</div>

<div class=MsoNormal style="MARGIN-LEFT: 36pt"><FONT face=Tahoma size=2><SPAN lang=EN-US style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">-----Original Message-----<br>
<B><SPAN style="FONT-WEIGHT: bold">From:</SPAN></B> <A href="mailto:specialtopics-bounces at nifl.gov">specialtopics-bounces at nifl.gov</A> [<A href="mailto:specialtopics-bounces at nifl.gov?">mailto:specialtopics-bounces at nifl.gov</A>] <B><SPAN style="FONT-WEIGHT: bold">On Behalf Of </SPAN></B>Janet Isserlis<br>
<B><SPAN style="FONT-WEIGHT: bold">Sent:</SPAN></B> 12 September 2007 13:36<br>
<B><SPAN style="FONT-WEIGHT: bold">To:</SPAN></B> <A href="mailto:specialtopics at nifl.gov">specialtopics at nifl.gov</A><br>
<B><SPAN style="FONT-WEIGHT: bold">Subject:</SPAN></B> [SpecialTopics 599] text communication</SPAN></FONT></div>

<div class=MsoNormal style="MARGIN-LEFT: 36pt"><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt"></SPAN></FONT>??</div>

<div class=MsoNormal style="MARGIN-BOTTOM: 12pt; MARGIN-LEFT: 36pt; MARGIN-RIGHT: 0cm"><FONT face="Times New Roman" size=1><SPAN style="FONT-SIZE: 9pt">Juliet and all<br>
<br>
I've observed, among participants in a Deaf literacy program here in Providence that people use sidekicks (a T Mobile phone?) extensively. ??I first became aware of it when a Deaf learner showed up at my office, which is not far from the building where classes are held. ????We didn't know the room # of the building, and as I was using the regular land line to try to call someone at the university to find out where the class was held, this learner was using his side kick to send a text message to the program coordinator.<br>
<br>
I was particularly struck by his fluidity and fluency (if I may use those terms) with generate the text message (I can't bring myself to say "texting") -- particularly after having seen his hand writing, which was very much that of a basic basic level writer. ??Made me really stop and think about what "writing" is and how literacy manifests itself ??? as we know ??? in so many ways. ??Also puts me in mind of work that Glenn Young and others are doing in figuring out ways to utilize technology in service to people whose literacy abilities may seem limited, but ??? with the use of technology ??? are not. ??In other words, the specific skills of spelling, decoding are subordinate to the larger abilities of thinking and expression.<br>
<br>
Other thoughts?<br>
<br>
Janet Isserlis</SPAN></FONT></div>

<div class=MsoNormal style="MARGIN-LEFT: 36pt; TEXT-ALIGN: center" align=center><FONT face="Times New Roman" size=1><SPAN style="FONT-SIZE: 9pt">
<HR align=center width="95%" SIZE=3>
</SPAN></FONT></div>

<div class=MsoNormal style="MARGIN-LEFT: 36pt"><B><FONT face="Times New Roman" size=1><SPAN style="FONT-WEIGHT: bold; FONT-SIZE: 9pt">From: </SPAN></FONT></B><FONT size=1><SPAN style="FONT-SIZE: 9pt">Juliet Merrifield <<A href="mailto:j.merrifield at zen.co.uk">j.merrifield at zen.co.uk</A>><br>
<B><SPAN style="FONT-WEIGHT: bold">Reply-To: </SPAN></B><<A href="mailto:specialtopics at nifl.gov">specialtopics at nifl.gov</A>><br>
<B><SPAN style="FONT-WEIGHT: bold">Date: </SPAN></B>Wed, 12 Sep 2007 08:06:20 +0100<br>
<B><SPAN style="FONT-WEIGHT: bold">To: </SPAN></B><<A href="mailto:specialtopics at nifl.gov">specialtopics at nifl.gov</A>><br>
<B><SPAN style="FONT-WEIGHT: bold">Subject: </SPAN></B>[SpecialTopics 596] Re: Community Literacy<br>
<br>
</SPAN></FONT><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Re. technology: ??there is, of course, a lot of experimenting with e-learning in the UK, but it???s probably not very different from what???s going on in the US. ??More intriguing is an example from the Gambia (it???s in the Language of Literacy chapter in our Oxfam book) on how mobile phone technology has transformed communication for deaf people. ??This was incorporated into a programme of sign language and literacy. ??I hadn???t really thought about the importance of texting versus voice phone, and of course it is a very particular literacy. Anyone else know something similar/<br>
??<br>
Juliet<br>
??<br>
</SPAN></FONT><FONT size=1><SPAN style="FONT-SIZE: 9pt"><br>
</SPAN></FONT><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Juliet Merrifield<br>
</SPAN></FONT><FONT size=1><SPAN style="FONT-SIZE: 9pt"><br>
</SPAN></FONT><FONT face=Tahoma size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">-----Original Message-</SPAN></FONT></div>
</div>

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From b.garner4 at verizon.net  Fri Sep 14 08:51:09 2007
From: b.garner4 at verizon.net (Barbara Garner)
Date: Fri, 14 Sep 2007 07:51:09 -0500 (CDT)
Subject: [SpecialTopics 632] Re:
 =?utf-8?q?=C3=82=C2=A0Last_Day_of_International_Programs_Disc?=
 =?utf-8?q?ussion?=
Message-ID: <11705162.45151189774270381.JavaMail.root@vms124.mailsrvcs.net>

In the programs I???ve worked with, in Mali, Guinea, Benin, Egypt, the skills have been reading, writing, content knowledge (health, education, management), math. Definitely empowerment: representing the community more actively, writing for others, holding higher positions in organizations, being able to avoid being cheated in the marketplace, knowing how to review children???s homework. In Egypt, many young people sit in on literacy classes since the classes tend to be smaller than their 100-person elementary school classes, so they???re looking for academic skills.

You also asked about integrated curriculum.
To be totally honest, there???s not a lot of funding to do adult literacy in developing countries, although the pendulum is swinging and there???s more these days than a decade ago.
 However, there???s funding for health, for improvement of the formal system, for microfinance. And literacy is sometimes seen as ???necessary but not sufficient??? in terms of outcomes in the health, education, and economic sectors. So a space for literacy is made, given that along with literacy and math skills, knowledge and behavior change related to the ???richer??? sector is also an outcome. 

Now, that said, the sector content---health, for example---is highly motivating to students so from an educational perspective, this is fine.  So the curriculum needs to be such that the literacy and math skills and content needs are addressed. 

How is success measured in programs in other countries? What sorts of metrics are used?

In Egypt there???s a national assessment that???s given. Passers can enter seventh grade in the formal system, are eligible to take driving tests and to apply for certain government jobs. It's a very high stakes test and is pass or fail. Teacher bonuses are tied to passing. You can imagine the distortions this causes.

In Guinea, the government does not offer its own classes, and welcomes ngos that do provide literacy classes. However the government works closely with those organizations to make sure some national requirements  are followed. It also works with those organizations to develop final tests that correspond to the local curriculum but also meet the government standards for skill level. When a learner passes a World Education-Guinea final exam, that learner receives a certificate that has status within the community. 

Barb Garner
=====================
From: "David J. Rosen" <djrosen at comcast.net>
Date: 2007/09/13 Thu PM 09:10:16 CDT
To: specialtopics at nifl.gov
Subject: [SpecialTopics 626]  Last Day of International Programs Discussion

Special Topics Colleagues,

Friday, September 14th, is the last day of our discussion about what  
adult literacy education programs in the U.S. can learn from literacy  
programs and initiatives in other countries.  Our discussion has  
touched on many different experiences, ideas and issues, cultures and  
countries. Brenda Bell has suggested that one good framework to look  
at this wide range of issues across countries is  Part II of the  
Oxfam book, Developing Adult Literacy: Approaches to Planning,  
Implementing and Delivering Literacy Initiatives. I urge you to take  
a look at this part, indeed the whole book.  It's available free, for  
now at least, as a download from

http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164

Subscribers and guests: what will you carry away from this  
discussion?  What new information or ideas? What has whetted your  
appetite for more? What might you try out in your program?

Some of our guests may be checking in on Friday so if you have more  
questions there is still time.  Some of our guests, too, may have  
other thoughts or comments they would like to share. And I do hope  
some of our guests can address the last three questions I posed:

8.  How are other countries managing to embed language and literacy  
development into services designed to help adults get jobs with a  
future?

9. What do participants most get out of the programs that you have  
been involved with?  Conversation skills, reading skills, writing  
skills, employment skills, empowerment, preparation for postsecondary  
education, computer skills?
If you have been involved in developing integrated curriculum, what  
are the main goals of curriculum development in international contexts?

10. How is success measured in programs in other countries?  What  
sorts of metrics are used?

On Monday we start a new discussion, on adult numeracy.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From sgabb at bristol.mass.edu  Fri Sep 14 09:20:20 2007
From: sgabb at bristol.mass.edu (Gabb, Sally S.)
Date: Fri, 14 Sep 2007 09:20:20 -0400
Subject: [SpecialTopics 633] Re: Last Day of InternationalPrograms	Discussion
In-Reply-To: <OF89A39EC7.2E0D7C93-ON88257356.00429371-88257356.004353F1@sfsu.edu>
Message-ID: <397E918AA64A9D4586C3B78A056618D314836365@srv-exch2k.bcc.local>

Hi Gail and all:  I have always supported the idea of learner's Lives as
Curriculum - however I want to encourage moving to more expository
writing to enable higher level students to gain further writing skills
beyond narrative.  Using a thematic approach, students could write their
narratives, then look at issues that affect their lives and work on
essays, gaining instruction/guidance for the kinds of writing that are
required at a post secondary level.  In my current work at the community
college, I am finding these kinds of 'bridge' instructional efforts are
extremely important for those who want to move on to higher level
academic pursuits.  Just a thought!!  Sally Gabb, Bristol Community
College

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Gail E Weinstein
Sent: Friday, September 14, 2007 8:16 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 630] Re: Last Day of InternationalPrograms
Discussion

 

Hi Friends. 

Sorry to join very late in the discussion.   

I'm interested in Eric's comment about community publishing and using
learner writing. I'm working on a model I call "Learners' LIves as
Curriculum", where teachers are trained to collect and use learner
narratives as the basis for developing mateirals.  I"ve been developing
this for immigrnts in the United States, first in the form of
traditionally published textbooks, but now with much more interest and
emphasis on teacher training, to connect materials developmetn with
learner narratives to professional development as they work in teams to
write the material. 

We're working now on collecting narratives from immigrants about
memories of floods, earthquakes, etc. to develop disaster preparedness
materials, and are training immigrant learners to collect some of the
stories.  The next project in line is to develop health literacy
materials beginning with "stories of courage and hope" from immigrant
cancer survivors as a way into mateiral about screening and resources
for cancer.   The purpose of this model, is, as Eric comments, to weave
learner writing and learner stories into the fabric of the curriculum
itself.   

A couple of our graduated students from the MATESOL program at San
Francisco State got fascinated with the model and want to try it out in
Japan.  We'll be presenting there in November.  I've also presented the
model in Turkey and Israel, and have received very enthused responses
from teachers there, who are exasperated with materials that have been
imported from foreign contexts. 

Would love to discuss this more with interested colleagues. 

Gail Weinstein 

ejonline at comcast.net 
Sent by: specialtopics-bounces at nifl.gov 

09/13/2007 08:01 PM 

Please respond to
specialtopics at nifl.gov

To

specialtopics at nifl.gov 

cc

 

Subject

[SpecialTopics 627] Re: Last Day of International Programs
Discussion

 

 

 

>From what I have seen in Japan - 

8) They are not thinking about jobs with a future, or jobs at all. There
are no long range plans like that in most programs. 

9) Students get a place to feel comfortable and supported. They get a
kind ear. They get to feel like part of a community. They also get
language skills, literacy skills and content area knowledge. 

10) Assessment is a tough issue - and raising it can cause a room to
empty. Most programs don't reallly want to talk about assessment. I
suppose the government might talk about how many people have graduated
from programs, but they don't often get involved at that level. 

What I am interested in checking out is community publishing. Many
programs produce books of student writing, and I would like to check
back in with them to hear more about the reaction and how they are used.
My sense is that they are more of a way to document students' work and
as an awareness raising thing. I don't think they are used as materials
in the classroom. 

Erik Jacobson

-------------- Original message ----------------------
From: "David J. Rosen" <djrosen at comcast.net>
> Special Topics Colleagues,
> 
> Friday, September 14th, is the last day of our discussion about what  
> adult literacy education programs in the U.S. can learn from literacy

> programs and initiatives in other countries.  Our discussion has  
> touched on many different experiences, ideas and issues, cultures and

> countries. Brenda Bell has suggested that one good framework to look  
> at this wide range of issues across countries is  Part II of the  
> Oxfam book, Developing Adult Literacy: Approaches to Planning,  
> Implementing and Delivering Literacy Initiatives. I urge you to take  
> a look at this part, indeed the whole book.  It's available free, for

> now at least, as a download from
> 
> http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
> 
> Subscribers and guests: what will you carry away from this  
> discussion?  What new information or ideas? What has whetted your  
> appetite for more? What might you try out in your program?
> 
> Some of our guests may be checking in on Friday so if you have more  
> questions there is still time.  Some of our guests, too, may have  
> other thoughts or comments they would like to share. And I do hope  
> some of our guests can address the last three questions I posed:
> 
> 8.  How are other countries managing to embed language and literacy  
> development into services designed to help adults get jobs with a  
> future?
> 
> 9. What do participants most get out of the programs that you have  
> been involved with?  Conversation skills, reading skills, writing  
> skills, employment skills, empowerment, preparation for postsecondary

> education, computer skills?
> If you have been involved in developing integrated curriculum, what  
> are the main goals of curriculum development in international
contexts?
> 
> 10. How is success measured in programs in other countries?  What  
> sorts of metrics are used?
> 
> 
> On Monday we start a new discussion, on adult numeracy.
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

-------------------------------
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From rejoicer at aol.com  Fri Sep 14 09:49:59 2007
From: rejoicer at aol.com (rejoicer at aol.com)
Date: Fri, 14 Sep 2007 09:49:59 -0400
Subject: [SpecialTopics 634] Re: Learner Publishing--memories
In-Reply-To: <OF89A39EC7.2E0D7C93-ON88257356.00429371-88257356.004353F1@sfsu.edu>
Message-ID: <8C9C4ED46941352-840-A5C@webmail-db02.sysops.aol.com>

Gail--
Have you encountered any PTSD (post traumatic stress disorder) issues as you've had people recount these stories? We see manifestations of PTSD behaviors in the children we work with in the Liberian community around the impacts of war. I've also found that my adults are not willing to share some of the stories from the war and refugee camps. It's just too painful. As I've gotten to know them, tidbits will come out, and it's awful to imagine what they have been through to get to this point.

Jean Marrapodi

-----Original Message-----
From: Gail E Weinstein <gailw at sfsu.edu>
To: specialtopics at nifl.gov
Sent: Fri, 14 Sep 2007 8:15 am
Subject: [SpecialTopics 630] Re: Last Day of International Programs Discussion

Hi Friends. 

Sorry to join very late in the discussion. ? 

I'm interested in Eric's comment about community publishing and using learner writing. I'm working on a model I call "Learners' LIves as Curriculum", where teachers are trained to collect and use learner narratives as the basis for developing mateirals. ?I"ve been developing this for immigrnts in the United States, first in the form of traditionally published textbooks, but now with much more interest and emphasis on teacher training, to connect materials developmetn with learner narratives to professional development as they work in teams to write the material. 

We're working now on collecting narratives from immigrants about memories of floods, earthquakes, etc. to develop disaster preparedness materials, and are training immigrant learners to collect some of the stories. ?The next project in line is to develop health literacy materials beginning with "stories of courage and hope" from immigrant cancer survivors as a way into mateiral about screening and resources for cancer. ? The purpose of this model, is, as Eric comments, to weave learner writing and learner stories into the fabric of the curriculum itself. ? 

A couple of our graduated students from the MATESOL program at San Francisco State got fascinated with the model and want to try it out in Japan. ?We'll be presenting there in November. ?I've also presented the model in Turkey and Israel, and have received very enthused responses from teachers there, who are exasperated with materials that have been imported from foreign contexts. 

Would love to discuss this more with interested colleagues. 

Gail Weinstein 

ejonline at comcast.net 
Sent by: specialtopics-bounces at nifl.gov 
09/13/2007 08:01 PM 

Please respond to
specialtopics at nifl.gov

To

specialtopics at nifl.gov 

cc

Subject

[SpecialTopics 627] Re: Last Day of International Programs ? ? ? ?Discussion

>From what I have seen in Japan - 

8) They are not thinking about jobs with a future, or jobs at all. There are no long range plans like that in most programs. 

9) Students get a place to feel comfortable and supported. They get a kind ear. They get to feel like part of a community. They also get language skills, literacy skills and content area knowledge. 

10) Assessment is a tough issue - and raising it can cause a room to empty. Most programs don't reallly want to talk about assessment. I suppose the government might talk about how many people have graduated from programs, but they don't often get involved at that level. 

What I am interested in checking out is community publishing. Many programs produce books of student writing, and I would like to check back in with them to hear more about the reaction and how they are used. My sense is that they are more of a way to document students' work and as an awareness raising thing. I don't think they are used as materials in the classroom. 

Erik Jacobson

-------------- Original message ----------------------
From: "David J. Rosen" <djrosen at comcast.net>
> Special Topics Colleagues,
> 
> Friday, September 14th, is the last day of our discussion about what ?
> adult literacy education programs in the U.S. can learn from literacy ?
> programs and initiatives in other countries. ?Our discussion has ?
> touched on many different experiences, ideas and issues, cultures and ?
> countries. Brenda Bell has suggested that one good framework to look ?
> at this wide range of issues across countries is ?Part II of the ?
> Oxfam book, Developing Adult Literacy: Approaches to Planning, ?
> Implementing and Delivering Literacy Initiatives. I urge you to take ?
> a look at this part, indeed the whole book. ?It's available free, for ?
> now at least, as a download from
> 
> http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
> 
> Subscribers and guests: what will you carry away from this ?
> discussion? ?What new information or ideas? What has whetted your ?
> appetite for more? What might you try out in your program?
> 
> Some of our guests may be checking in on Friday so if you have more ?
> questions there is still time. ?Some of our guests, too, may have ?
> other thoughts or comments they would like to share. And I do hope ?
> some of our guests can address the last three questions I posed:
> 
> 8. ?How are other countries managing to embed language and literacy ?
> development into services designed to help adults get jobs with a ?
> future?
> 
> 9. What do participants most get out of the programs that you have ?
> been involved with? ?Conversation skills, reading skills, writing ?
> skills, employment skills, empowerment, preparation for postsecondary ?
> education, computer skills?
> If you have been involved in developing integrated curriculum, what ?
> are the main goals of curriculum development in international contexts?
> 
> 10. How is success measured in programs in other countries? ?What ?
> sorts of metrics are used?
> 
> 
> On Monday we start a new discussion, on adult numeracy.
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

-------------------------------
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From gailw at sfsu.edu  Fri Sep 14 10:30:20 2007
From: gailw at sfsu.edu (Gail E Weinstein)
Date: Fri, 14 Sep 2007 07:30:20 -0700
Subject: [SpecialTopics 635] Re: Learner Publishing--memories
In-Reply-To: <8C9C4ED46941352-840-A5C@webmail-db02.sysops.aol.com>
Message-ID: <OF2BE1AA61.52F7F967-ON88257356.004F0609-88257356.004FC8AF@sfsu.edu>

Hello Jean.

This topic comes up constantly in the trainings I do with teachers of 
immigrants.  As a result, I'm working on two ways to approach this:  ONe 
is to design a thematic unit for adult ESL students on mental health with 
a focus on PTSD.  The second is a professional development approach  in 
which my grad students will help to develop a "STudy Circle" for ESL 
teachers (adapting  NCSALL's model from their heatlh literacy work) on 
dealing with trauma.    I'm gathering articles and resources, and would 
welcome any suggestions regarding your favorites.  Once we design this 
study circle module, we'll be happy to share it with anyone who wants to 
use it.  It will be designed for teachers to do a bit of reading, with a 
small group of colleagues,  interview some of their peers, and 
test/document some of their own strategies.

I'd like to learn more about your experiences with the Liberians, and how 
you have dealt with it.  You would be a wonderful resource for my student 
group who is working on this issue. 

Yours,
Gail

San Francisco State University

.

rejoicer at aol.com 
Sent by: specialtopics-bounces at nifl.gov
09/14/2007 06:49 AM
Please respond to
specialtopics at nifl.gov

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specialtopics at nifl.gov
cc

Subject
[SpecialTopics 634] Re: Learner Publishing--memories

Gail--
Have you encountered any PTSD (post traumatic stress disorder) issues as 
you've had people recount these stories? We see manifestations of PTSD 
behaviors in the children we work with in the Liberian community around 
the impacts of war. I've also found that my adults are not willing to 
share some of the stories from the war and refugee camps. It's just too 
painful. As I've gotten to know them, tidbits will come out, and it's 
awful to imagine what they have been through to get to this point.

Jean Marrapodi

-----Original Message-----
From: Gail E Weinstein <gailw at sfsu.edu>
To: specialtopics at nifl.gov
Sent: Fri, 14 Sep 2007 8:15 am
Subject: [SpecialTopics 630] Re: Last Day of International Programs 
Discussion

Hi Friends. 

Sorry to join very late in the discussion.   

I'm interested in Eric's comment about community publishing and using 
learner writing. I'm working on a model I call "Learners' LIves as 
Curriculum", where teachers are trained to collect and use learner 
narratives as the basis for developing mateirals.  I"ve been developing 
this for immigrnts in the United States, first in the form of 
traditionally published textbooks, but now with much more interest and 
emphasis on teacher training, to connect materials developmetn with 
learner narratives to professional development as they work in teams to 
write the material. 

We're working now on collecting narratives from immigrants about memories 
of floods, earthquakes, etc. to develop disaster preparedness materials, 
and are training immigrant learners to collect some of the stories.  The 
next project in line is to develop health literacy materials beginning 
with "stories of courage and hope" from immigrant cancer survivors as a 
way into mateiral about screening and resources for cancer.   The purpose 
of this model, is, as Eric comments, to weave learner writing and learner 
stories into the fabric of the curriculum itself.   

A couple of our graduated students from the MATESOL program at San 
Francisco State got fascinated with the model and want to try it out in 
Japan.  We'll be presenting there in November.  I've also presented the 
model in Turkey and Israel, and have received very enthused responses from 
teachers there, who are exasperated with materials that have been imported 
from foreign contexts. 

Would love to discuss this more with interested colleagues. 

Gail Weinstein 

ejonline at comcast.net 
Sent by: specialtopics-bounces at nifl.gov 
09/13/2007 08:01 PM 

Please respond to
specialtopics at nifl.gov

To
specialtopics at nifl.gov 
cc

Subject
[SpecialTopics 627] Re: Last Day of International Programs Discussion

>From what I have seen in Japan - 

8) They are not thinking about jobs with a future, or jobs at all. There 
are no long range plans like that in most programs. 

9) Students get a place to feel comfortable and supported. They get a kind 
ear. They get to feel like part of a community. They also get language 
skills, literacy skills and content area knowledge. 

10) Assessment is a tough issue - and raising it can cause a room to 
empty. Most programs don't reallly want to talk about assessment. I 
suppose the government might talk about how many people have graduated 
from programs, but they don't often get involved at that level. 

What I am interested in checking out is community publishing. Many 
programs produce books of student writing, and I would like to check back 
in with them to hear more about the reaction and how they are used. My 
sense is that they are more of a way to document students' work and as an 
awareness raising thing. I don't think they are used as materials in the 
classroom. 

Erik Jacobson

-------------- Original message ----------------------
From: "David J. Rosen" <djrosen at comcast.net>
> Special Topics Colleagues,
> 
> Friday, September 14th, is the last day of our discussion about what 
> adult literacy education programs in the U.S. can learn from literacy 
> programs and initiatives in other countries.  Our discussion has 
> touched on many different experiences, ideas and issues, cultures and 
> countries. Brenda Bell has suggested that one good framework to look 
> at this wide range of issues across countries is  Part II of the 
> Oxfam book, Developing Adult Literacy: Approaches to Planning, 
> Implementing and Delivering Literacy Initiatives. I urge you to take 
> a look at this part, indeed the whole book.  It's available free, for 
> now at least, as a download from
> 
> http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
> 
> Subscribers and guests: what will you carry away from this 
> discussion?  What new information or ideas? What has whetted your 
> appetite for more? What might you try out in your program?
> 
> Some of our guests may be checking in on Friday so if you have more 
> questions there is still time.  Some of our guests, too, may have 
> other thoughts or comments they would like to share. And I do hope 
> some of our guests can address the last three questions I posed:
> 
> 8.  How are other countries managing to embed language and literacy 
> development into services designed to help adults get jobs with a 
> future?
> 
> 9. What do participants most get out of the programs that you have 
> been involved with?  Conversation skills, reading skills, writing 
> skills, employment skills, empowerment, preparation for postsecondary 
> education, computer skills?
> If you have been involved in developing integrated curriculum, what 
> are the main goals of curriculum development in international contexts?
> 
> 10. How is success measured in programs in other countries?  What 
> sorts of metrics are used?
> 
> 
> On Monday we start a new discussion, on adult numeracy.
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

-------------------------------
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To unsubscribe or change your subscription settings, please go to 
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Email delivered to gailw at sfsu.edu

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From gailw at sfsu.edu  Fri Sep 14 10:49:54 2007
From: gailw at sfsu.edu (Gail E Weinstein)
Date: Fri, 14 Sep 2007 07:49:54 -0700
Subject: [SpecialTopics 636] Re: Last Day of InternationalPrograms	Discussion
In-Reply-To: <397E918AA64A9D4586C3B78A056618D314836365@srv-exch2k.bcc.local>
Message-ID: <OFFD601340.A8E29680-ON88257356.0050C027-88257356.0051935B@sfsu.edu>

Sally, you make a great point about the need for soem students to move 
toward mastery of expository prose.  I have always focused on 
"non-academic" language for immigrants, which never got much attention in 
my own teacher training, but you are absolutely right, that many learners 
want access to academic settings.

I love some of the early writing of Ilana Leki and Rebecca Mylnarczic 
(sorry, Rebecca, whereever you are, I know I've butchered the spelling 
terribly) who explore the connection between personal and academic 
writing.  Lekij, in  a wonderful little gem that appeared in the TESOL 
Journal,  laid out a very compelling progression which she calls 
"sequenced writing assignments". Learners begin by writing an opinion 
about something they feel persinally and deeply (i.e. about smoking when a 
parent has died of lung cancer).  Then they construct and carry out a 
survey of 10-20 people in their community on that topic.  Then the begin 
their literature search to see what has been written about the topic. Then 
the write an "essay" or "research paper", in which they use traditional 
conventions of citing research, but they begin from a stance of personal 
investment, exploration of the voices of those around them, and then embed 
it in scholarship.    This model argues that the best "essay" and academic 
writing can and should be deeply personal, and that the work is most 
powerful when the author's voice is strong and clear -- even (or 
especially) when the work is academic and research-based.

Have you ever worked with this model?  In your own struggles to move 
learner toward expository writing, what do you find helps students stay 
invested and see the discourse mode that is somethign that is still for 
and about THEM and the things that matter to them most?

Yours,
Gail
San Francisco State University.

"Gabb, Sally S." <sgabb at bristol.mass.edu> 
Sent by: specialtopics-bounces at nifl.gov
09/14/2007 06:20 AM
Please respond to
specialtopics at nifl.gov

To
<specialtopics at nifl.gov>
cc

Subject
[SpecialTopics 633] Re: Last Day of InternationalPrograms       Discussion

Hi Gail and all:  I have always supported the idea of learner?s Lives as 
Curriculum ? however I want to encourage moving to more expository writing 
to enable higher level students to gain further writing skills beyond 
narrative.  Using a thematic approach, students could write their 
narratives, then look at issues that affect their lives and work on 
essays, gaining instruction/guidance for the kinds of writing that are 
required at a post secondary level.  In my current work at the community 
college, I am finding these kinds of ?bridge? instructional efforts are 
extremely important for those who want to move on to higher level academic 
pursuits.  Just a thought!!  Sally Gabb, Bristol Community College
 

From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Gail E Weinstein
Sent: Friday, September 14, 2007 8:16 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 630] Re: Last Day of InternationalPrograms 
Discussion
 

Hi Friends. 

Sorry to join very late in the discussion.   

I'm interested in Eric's comment about community publishing and using 
learner writing. I'm working on a model I call "Learners' LIves as 
Curriculum", where teachers are trained to collect and use learner 
narratives as the basis for developing mateirals.  I"ve been developing 
this for immigrnts in the United States, first in the form of 
traditionally published textbooks, but now with much more interest and 
emphasis on teacher training, to connect materials developmetn with 
learner narratives to professional development as they work in teams to 
write the material. 

We're working now on collecting narratives from immigrants about memories 
of floods, earthquakes, etc. to develop disaster preparedness materials, 
and are training immigrant learners to collect some of the stories.  The 
next project in line is to develop health literacy materials beginning 
with "stories of courage and hope" from immigrant cancer survivors as a 
way into mateiral about screening and resources for cancer.   The purpose 
of this model, is, as Eric comments, to weave learner writing and learner 
stories into the fabric of the curriculum itself.   

A couple of our graduated students from the MATESOL program at San 
Francisco State got fascinated with the model and want to try it out in 
Japan.  We'll be presenting there in November.  I've also presented the 
model in Turkey and Israel, and have received very enthused responses from 
teachers there, who are exasperated with materials that have been imported 
from foreign contexts. 

Would love to discuss this more with interested colleagues. 

Gail Weinstein 

ejonline at comcast.net 
Sent by: specialtopics-bounces at nifl.gov 
09/13/2007 08:01 PM 

Please respond to
specialtopics at nifl.gov

To
specialtopics at nifl.gov 
cc
 
Subject
[SpecialTopics 627] Re: Last Day of International Programs Discussion
 

 
 

>From what I have seen in Japan - 

8) They are not thinking about jobs with a future, or jobs at all. There 
are no long range plans like that in most programs. 

9) Students get a place to feel comfortable and supported. They get a kind 
ear. They get to feel like part of a community. They also get language 
skills, literacy skills and content area knowledge. 

10) Assessment is a tough issue - and raising it can cause a room to 
empty. Most programs don't reallly want to talk about assessment. I 
suppose the government might talk about how many people have graduated 
from programs, but they don't often get involved at that level. 

What I am interested in checking out is community publishing. Many 
programs produce books of student writing, and I would like to check back 
in with them to hear more about the reaction and how they are used. My 
sense is that they are more of a way to document students' work and as an 
awareness raising thing. I don't think they are used as materials in the 
classroom. 

Erik Jacobson

-------------- Original message ----------------------
From: "David J. Rosen" <djrosen at comcast.net>
> Special Topics Colleagues,
> 
> Friday, September 14th, is the last day of our discussion about what 
> adult literacy education programs in the U.S. can learn from literacy 
> programs and initiatives in other countries.  Our discussion has 
> touched on many different experiences, ideas and issues, cultures and 
> countries. Brenda Bell has suggested that one good framework to look 
> at this wide range of issues across countries is  Part II of the 
> Oxfam book, Developing Adult Literacy: Approaches to Planning, 
> Implementing and Delivering Literacy Initiatives. I urge you to take 
> a look at this part, indeed the whole book.  It's available free, for 
> now at least, as a download from
> 
> http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
> 
> Subscribers and guests: what will you carry away from this 
> discussion?  What new information or ideas? What has whetted your 
> appetite for more? What might you try out in your program?
> 
> Some of our guests may be checking in on Friday so if you have more 
> questions there is still time.  Some of our guests, too, may have 
> other thoughts or comments they would like to share. And I do hope 
> some of our guests can address the last three questions I posed:
> 
> 8.  How are other countries managing to embed language and literacy 
> development into services designed to help adults get jobs with a 
> future?
> 
> 9. What do participants most get out of the programs that you have 
> been involved with?  Conversation skills, reading skills, writing 
> skills, employment skills, empowerment, preparation for postsecondary 
> education, computer skills?
> If you have been involved in developing integrated curriculum, what 
> are the main goals of curriculum development in international contexts?
> 
> 10. How is success measured in programs in other countries?  What 
> sorts of metrics are used?
> 
> 
> On Monday we start a new discussion, on adult numeracy.
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to gailw at sfsu.edu-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to gailw at sfsu.edu
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From lalumineuse at yahoo.com  Fri Sep 14 11:18:41 2007
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Fri, 14 Sep 2007 08:18:41 -0700 (PDT)
Subject: [SpecialTopics 637] Re: SpecialTopics Digest, Vol 14,
	Issue 19 Re: Last Day of  International Programs
In-Reply-To: <mailman.40537.1189776115.788.specialtopics@nifl.gov>
Message-ID: <422308.66667.qm@web55105.mail.re4.yahoo.com>

--- specialtopics-request at nifl.gov wrote:

> Send SpecialTopics mailing list submissions to
> 	specialtopics at nifl.gov
> 
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> visit
> 	http://www.nifl.gov/mailman/listinfo/specialtopics
> or, via email, send a message with subject or body
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> When replying, please edit your Subject line so it
> is more specific
> than "Re: Contents of SpecialTopics digest..."
> 
> 
> Today's Topics:
> 

>    2. [SpecialTopics 630] Re: Last Day of
> International	Programs
>      )

> 
> 
>
----------------------------------------------------------------------

 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of
> David J. Rosen
> Sent: 14 September 2007 03:10
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 626] Last Day of
> International Programs
> Discussion
> 
> Special Topics Colleagues,
> 
> Friday, September 14th, is the last day of our
> discussion about what  
> adult literacy education programs in the U.S. can
> learn from literacy  
> programs and initiatives in other countries.  Our
> discussion has  
> touched on many different experiences, ideas and
> issues, cultures and  
> countries. Brenda Bell has suggested that one good
> framework to look  
> at this wide range of issues across countries is 
> Part II of the  
> Oxfam book, Developing Adult Literacy: Approaches to
> Planning,  
> Implementing and Delivering Literacy Initiatives. I
> urge you to take  
> a look at this part, indeed the whole book.  It's
> available free, for  
> now at least, as a download from
> 
>
http://publications.oxfam.org.uk/oxfam/display.asp?K?007030715391164
> 
> Subscribers and guests: what will you carry away
> from this  
> discussion?  What new information or ideas? What has
> whetted your  
> appetite for more? What might you try out in your
> program?
> 
> Some of our guests may be checking in on Friday so
> if you have more  
> questions there is still time.  Some of our guests,
> too, may have  
> other thoughts or comments they would like to share.
> And I do hope  
> some of our guests can address the last three
> questions I posed:
> 
> 8.  How are other countries managing to embed
> language and literacy  
> development into services designed to help adults
> get jobs with a  
> future?<<

India has a very successful programme, the Jana
Shikshan Sansthan or JSS which our project uses to
train parents and other community adults. It offers
training and education to workers and disenfranchised
people. For our programmes, their vocational training
programmes that range from tailoring, embroidery (you
would be amazed at how much a bead embroidery worker
can earn), mechanic, etc. have helped girls/young
women with catch up literacy programmes, and in
finding work. These Shrameek Vidyapeeths (Labour
universities) offer government and industry recognised
certificates. The ILO website for this programme is:
http://www.ilo.org/public/english/employment/skills/hrdr/init/ind_7.htm

Past research in India has always shown that in the
case of adults and youth who have missed out on
school, unless literacy is linked directly to
employment, the literacy schemes fail. Hence, the JSS
and other schemes of the National Literacy Mission
build in literacy and numeracy (in some cases
techniracy as well) into employment training
programmes. 

 
> 9. What do participants most get out of the programs
> that you have  
> been involved with?  Conversation skills, reading
> skills, writing  
> skills, employment skills, empowerment, preparation
> for postsecondary  
> education, computer skills?
> If you have been involved in developing integrated
> curriculum, what  
> are the main goals of curriculum development in
> international contexts?<<

This depends on the specific programmes. Reading
skills  certainly are in high demand. Writing is an
activity adults seem to struggle with and we have been
given the reason that since they do not have much use
for writing, they do not see the reason to do so. This
is of course by older adults. The younger adults want
to learn all the skills they associate with knowledge
and employment, so they see writing is important. Most
literacy programmes include practical issues such as
writing letters and CVs. There still is no real job or
interview prep included unfortunately. Computer
classes have mushroomed in India, I am constantly
amazed at the range of schemes from a Hole in the Wall
(computers installed in trees, walls etc) to fancy
air-conditioned cyber cafes, small private classes to
government conducted ones. JSS offers them, and so our
youth and older community members enrol for these.
 
> 10. How is success measured in programs in other
> countries?  What  
> sorts of metrics are used?<<
Programmes with certificates all lok for sucess in job
placement. They also have basic run of the mill exams
to test skills. What is interesting is that CBOs and
NGOs allow beneficiaries time to practice their skills
at their centres when they are awaiting their jobs.

Thanks
Ujwala

> 
> 
> On Monday we start a new discussion, on adult
> numeracy.
> 
> 
> David J. Rosen
> 
=== message truncated ===

       
____________________________________________________________________________________
Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase.
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From rejoicer at aol.com  Fri Sep 14 10:15:37 2007
From: rejoicer at aol.com (rejoicer at aol.com)
Date: Fri, 14 Sep 2007 10:15:37 -0400
Subject: [SpecialTopics 638] Re: Learner Publishing
In-Reply-To: <397E918AA64A9D4586C3B78A056618D314836365@srv-exch2k.bcc.local>
Message-ID: <8C9C4F0DB780C6D-840-C4F@webmail-db02.sysops.aol.com>

One thing we do in our program to make the learner stories we create look real is to use Mimeo.com to publish them. I use my digital camera and create files in PowerPoint, then get them printed and give them to the students. For my students who have never experienced books before this time, this is a huge treasure. Check out the site at www.mimeo.com.?

Mimeo allows you to upload files via the internet, then have them printed in notebooks, spiral bound, or tape bound, then they are shipped back to you via FedEx. Because it's FedEx, things can be shipped internationally. Mimeo is the top of the line regarding quality, so things are a tad pricey if you go retail, however, if you set up an account, non-profits get a discount. The large majority of customers are training people and corporate folks who create binders and proposals and Mimeo can overnight things to folks in the last minute for only the cost of the printing and shipping. That's fabulous for the corporate world. Those of us not in a hurry or with big budgets (welcome to the whole non profit world!)?can save money on shipping by waiting a few days for our materials.

There is a trial program where you can experiment with the system and get $100 credit, but you can only use it once and you don't get any change back if you don't use it all on that first order. If you want to play around with it, the coupon code at check out is the word learning. That's my promotion code--I am a trainer there in my "real" job. You can try the system out with the $100 with no strings attached and you won't get a follow up since things connected with the learning code are affiliated with me and I'm not in sales. :) If you want to set up an account, shoot me an e-mail at jmarrapodi at mimeo.com and I can hook you up with a rep who can walk you through a demo and set you up.? 

So whether you're doing expository writing, learning experience, or stories, you can publish them for the learners to see the fruit of their labors in a tangible way. Best of all, it's professional looking and easy since you just need to upload the file online.

Jean Marrapodi
Providence, RI

-----Original Message-----
From: Gabb, Sally S. <sgabb at bristol.mass.edu>
To: specialtopics at nifl.gov
Sent: Fri, 14 Sep 2007 9:20 am
Subject: [SpecialTopics 633] Re: Last Day of InternationalPrograms Discussion

Hi Gail and all:? I have always supported the idea of learner?s Lives as Curriculum ? however I want to encourage moving to more expository writing to enable higher level students to gain further writing skills beyond narrative.? Using a thematic approach, students could write their narratives, then look at issues that affect their lives and work on essays, gaining instruction/guidance for the kinds of writing that are required at a post secondary level.? In my current work at the community college, I am finding these kinds of ?bridge? instructional efforts are extremely important for those who want to move on to higher level academic pursuits.? Just a thought!!? Sally Gabb, Bristol Community College

?

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Gail E Weinstein
Sent: Friday, September 14, 2007 8:16 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 630] Re: Last Day of InternationalPrograms Discussion

?

Hi Friends. 

Sorry to join very late in the discussion. ? 

I'm interested in Eric's comment about community publishing and using learner writing. I'm working on a model I call "Learners' LIves as Curriculum", where teachers are trained to collect and use learner narratives as the basis for developing mateirals. ?I"ve been developing this for immigrnts in the United States, first in the form of traditionally published textbooks, but now with much more interest and emphasis on teacher training, to connect materials developmetn with learner narratives to professional development as they work in teams to write the material. 

We're working now on collecting narratives from immigrants about memories of floods, earthquakes, etc. to develop disaster preparedness materials, and are training immigrant learners to collect some of the stories. ?The next project in line is to develop health literacy materials beginning with "stories of courage and hope" from immigrant cancer survivors as a way into mateiral about screening and resources for cancer. ? The purpose of this model, is, as Eric comments, to weave learner writing and learner stories into the fabric of the curriculum itself. ? 

A couple of our graduated students from the MATESOL program at San Francisco State got fascinated with the model and want to try it out in Japan. ?We'll be presenting there in November. ?I've also presented the model in Turkey and Israel, and have received very enthused responses from teachers there, who are exasperated with materials that have been imported from foreign contexts. 

Would love to discuss this more with interested colleagues. 

Gail Weinstein 

ejonline at comcast.net 
Sent by: specialtopics-bounces at nifl.gov 

09/13/2007 08:01 PM 

Please respond to
specialtopics at nifl.gov

To

specialtopics at nifl.gov 

cc

?

Subject

[SpecialTopics 627] Re: Last Day of International Programs ? ? ? ?Discussion

?

?

?

>From what I have seen in Japan - 

8) They are not thinking about jobs with a future, or jobs at all. There are no long range plans like that in most programs. 

9) Students get a place to feel comfortable and supported. They get a kind ear. They get to feel like part of a community. They also get language skills, literacy skills and content area knowledge. 

10) Assessment is a tough issue - and raising it can cause a room to empty. Most programs don't reallly want to talk about assessment. I suppose the government might talk about how many people have graduated from programs, but they don't often get involved at that level. 

What I am interested in checking out is community publishing. Many programs produce books of student writing, and I would like to check back in with them to hear more about the reaction and how they are used. My sense is that they are more of a way to document students' work and as an awareness raising thing. I don't think they are used as materials in the classroom. 

Erik Jacobson

-------------- Original message ----------------------
From: "David J. Rosen" <djrosen at comcast.net>
> Special Topics Colleagues,
> 
> Friday, September 14th, is the last day of our discussion about what ?
> adult literacy education programs in the U.S. can learn from literacy ?
> programs and initiatives in other countries. ?Our discussion has ?
> touched on many different experiences, ideas and issues, cultures and ?
> countries. Brenda Bell has suggested that one good framework to look ?
> at this wide range of issues across countries is ?Part II of the ?
> Oxfam book, Developing Adult Literacy: Approaches to Planning, ?
> Implementing and Delivering Literacy Initiatives. I urge you to take ?
> a look at this part, indeed the whole book. ?It's available free, for ?
> now at least, as a download from
> 
> http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
> 
> Subscribers and guests: what will you carry away from this ?
> discussion? ?What new information or ideas? What has whetted your ?
> appetite for more? What might you try out in your program?
> 
> Some of our guests may be checking in on Friday so if you have more ?
> questions there is still time. ?Some of our guests, too, may have ?
> other thoughts or comments they would like to share. And I do hope ?
> some of our guests can address the last three questions I posed:
> 
> 8. ?How are other countries managing to embed language and literacy ?
> development into services designed to help adults get jobs with a ?
> future?
> 
> 9. What do participants most get out of the programs that you have ?
> been involved with? ?Conversation skills, reading skills, writing ?
> skills, employment skills, empowerment, preparation for postsecondary ?
> education, computer skills?
> If you have been involved in developing integrated curriculum, what ?
> are the main goals of curriculum development in international contexts?
> 
> 10. How is success measured in programs in other countries? ?What ?
> sorts of metrics are used?
> 
> 
> On Monday we start a new discussion, on adult numeracy.
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

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From Kgotthardt at comcast.net  Fri Sep 14 12:31:50 2007
From: Kgotthardt at comcast.net (Katherine G)
Date: Fri, 14 Sep 2007 12:31:50 -0400
Subject: [SpecialTopics 639] Re: Learner Publishing--memories
In-Reply-To: <OF2BE1AA61.52F7F967-ON88257356.004F0609-88257356.004FC8AF@sfsu.edu>
Message-ID: <MHEMKJNHLDIEMGGCCKCCMEFJDKAA.Kgotthardt@comcast.net>

Hi Gail and others--

I have a question on your writing models for immigrants with PTSD.

The mental health thematic unit sounds great!  I assume you would include
lists of community resources within the materials.  However, do you feel you
are approaching dangerous ground in developing a curriculum for teachers to
discuss PTSD and trauma related incidents with students?  As an ESL teacher,
I would not be comfortable with this, since we are not therapists or
counselors.  Or do your teachers have some other kind of background I am not
understanding?

Thanks!

Katherine Mercurio Gotthardt, ESOL Online Instructor
Prince William County Public Schools
Adult Education
P.O. Box 389
Manassas, VA 20108
work 703-791-8387
fax 703-791-8889

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Gail E Weinstein
Sent: Friday, September 14, 2007 10:30 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 635] Re: Learner Publishing--memories

Hello Jean.

This topic comes up constantly in the trainings I do with teachers of
immigrants.  As a result, I'm working on two ways to approach this:  ONe is
to design a thematic unit for adult ESL students on mental health with a
focus on PTSD.  The second is a professional development approach  in which
my grad students will help to develop a "STudy Circle" for ESL teachers
(adapting  NCSALL's model from their heatlh literacy work) on dealing with
trauma.    I'm gathering articles and resources, and would welcome any
suggestions regarding your favorites.  Once we design this study circle
module, we'll be happy to share it with anyone who wants to use it.  It will
be designed for teachers to do a bit of reading, with a small group of
colleagues,  interview some of their peers, and test/document some of their
own strategies.

I'd like to learn more about your experiences with the Liberians, and how
you have dealt with it.  You would be a wonderful resource for my student
group who is working on this issue.

Yours,
Gail

San Francisco State University

.

rejoicer at aol.com
Sent by: specialtopics-bounces at nifl.gov
09/14/2007 06:49 AM Please respond to
specialtopics at nifl.gov

Tospecialtopics at nifl.gov
cc
Subject[SpecialTopics 634] Re: Learner Publishing--memories

Gail--
Have you encountered any PTSD (post traumatic stress disorder) issues as
you've had people recount these stories? We see manifestations of PTSD
behaviors in the children we work with in the Liberian community around the
impacts of war. I've also found that my adults are not willing to share some
of the stories from the war and refugee camps. It's just too painful. As
I've gotten to know them, tidbits will come out, and it's awful to imagine
what they have been through to get to this point.

Jean Marrapodi

-----Original Message-----
From: Gail E Weinstein <gailw at sfsu.edu>
To: specialtopics at nifl.gov
Sent: Fri, 14 Sep 2007 8:15 am
Subject: [SpecialTopics 630] Re: Last Day of International Programs
Discussion

Hi Friends.

Sorry to join very late in the discussion.

I'm interested in Eric's comment about community publishing and using
learner writing. I'm working on a model I call "Learners' LIves as
Curriculum", where teachers are trained to collect and use learner
narratives as the basis for developing mateirals.  I"ve been developing this
for immigrnts in the United States, first in the form of traditionally
published textbooks, but now with much more interest and emphasis on teacher
training, to connect materials developmetn with learner narratives to
professional development as they work in teams to write the material.

We're working now on collecting narratives from immigrants about memories of
floods, earthquakes, etc. to develop disaster preparedness materials, and
are training immigrant learners to collect some of the stories.  The next
project in line is to develop health literacy materials beginning with
"stories of courage and hope" from immigrant cancer survivors as a way into
mateiral about screening and resources for cancer.   The purpose of this
model, is, as Eric comments, to weave learner writing and learner stories
into the fabric of the curriculum itself.

A couple of our graduated students from the MATESOL program at San Francisco
State got fascinated with the model and want to try it out in Japan.  We'll
be presenting there in November.  I've also presented the model in Turkey
and Israel, and have received very enthused responses from teachers there,
who are exasperated with materials that have been imported from foreign
contexts.

Would love to discuss this more with interested colleagues.

Gail Weinstein

ejonline at comcast.net
Sent by: specialtopics-bounces at nifl.gov
09/13/2007 08:01 PM
Please respond to
specialtopics at nifl.gov

Tospecialtopics at nifl.gov
cc
Subject[SpecialTopics 627] Re: Last Day of International Programs
Discussion

>From what I have seen in Japan -

8) They are not thinking about jobs with a future, or jobs at all. There are
no long range plans like that in most programs.

9) Students get a place to feel comfortable and supported. They get a kind
ear. They get to feel like part of a community. They also get language
skills, literacy skills and content area knowledge.

10) Assessment is a tough issue - and raising it can cause a room to empty.
Most programs don't reallly want to talk about assessment. I suppose the
government might talk about how many people have graduated from programs,
but they don't often get involved at that level.

What I am interested in checking out is community publishing. Many programs
produce books of student writing, and I would like to check back in with
them to hear more about the reaction and how they are used. My sense is that
they are more of a way to document students' work and as an awareness
raising thing. I don't think they are used as materials in the classroom.

Erik Jacobson

-------------- Original message ----------------------
From: "David J. Rosen" <djrosen at comcast.net>
> Special Topics Colleagues,
>
> Friday, September 14th, is the last day of our discussion about what
> adult literacy education programs in the U.S. can learn from literacy
> programs and initiatives in other countries.  Our discussion has
> touched on many different experiences, ideas and issues, cultures and
> countries. Brenda Bell has suggested that one good framework to look
> at this wide range of issues across countries is  Part II of the
> Oxfam book, Developing Adult Literacy: Approaches to Planning,
> Implementing and Delivering Literacy Initiatives. I urge you to take
> a look at this part, indeed the whole book.  It's available free, for
> now at least, as a download from
>
> http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
>
> Subscribers and guests: what will you carry away from this
> discussion?  What new information or ideas? What has whetted your
> appetite for more? What might you try out in your program?
>
> Some of our guests may be checking in on Friday so if you have more
> questions there is still time.  Some of our guests, too, may have
> other thoughts or comments they would like to share. And I do hope
> some of our guests can address the last three questions I posed:
>
> 8.  How are other countries managing to embed language and literacy
> development into services designed to help adults get jobs with a
> future?
>
> 9. What do participants most get out of the programs that you have
> been involved with?  Conversation skills, reading skills, writing
> skills, employment skills, empowerment, preparation for postsecondary
> education, computer skills?
> If you have been involved in developing integrated curriculum, what
> are the main goals of curriculum development in international contexts?
>
> 10. How is success measured in programs in other countries?  What
> sorts of metrics are used?
>
>
> On Monday we start a new discussion, on adult numeracy.
>
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

-------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to gailw at sfsu.edu

-------------------------------
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SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to rejoicer at aol.com

Email and AIM finally together. You've gotta check out free AOL
Mail! -------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to gailw at sfsu.edu

From sgabb at bristol.mass.edu  Fri Sep 14 12:34:07 2007
From: sgabb at bristol.mass.edu (Gabb, Sally S.)
Date: Fri, 14 Sep 2007 12:34:07 -0400
Subject: [SpecialTopics 640] Re: Learner Publishing--memories
In-Reply-To: <OF2BE1AA61.52F7F967-ON88257356.004F0609-88257356.004FC8AF@sfsu.edu>
Message-ID: <397E918AA64A9D4586C3B78A056618D314836399@srv-exch2k.bcc.local>

Just a thought - the work with PTSD sufferers could benefit from the
writings of Jenny Horsman - 'Too Scared to Learn' and other work.  She
also has a website - www.jennyhorsman.net <http://www.jennyhorsman.net/>
- wonderful resources and ideas.  Sally Gabb

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Gail E Weinstein
Sent: Friday, September 14, 2007 10:30 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 635] Re: Learner Publishing--memories

 

Hello Jean. 

This topic comes up constantly in the trainings I do with teachers of
immigrants.  As a result, I'm working on two ways to approach this:  ONe
is to design a thematic unit for adult ESL students on mental health
with a focus on PTSD.  The second is a professional development approach
in which my grad students will help to develop a "STudy Circle" for ESL
teachers (adapting  NCSALL's model from their heatlh literacy work) on
dealing with trauma.    I'm gathering articles and resources, and would
welcome any suggestions regarding your favorites.  Once we design this
study circle module, we'll be happy to share it with anyone who wants to
use it.  It will be designed for teachers to do a bit of reading, with a
small group of colleagues,  interview some of their peers, and
test/document some of their own strategies. 

I'd like to learn more about your experiences with the Liberians, and
how you have dealt with it.  You would be a wonderful resource for my
student group who is working on this issue.   

Yours, 
Gail 

San Francisco State University 

. 

rejoicer at aol.com 
Sent by: specialtopics-bounces at nifl.gov 

09/14/2007 06:49 AM 

Please respond to
specialtopics at nifl.gov

To

specialtopics at nifl.gov 

cc

 

Subject

[SpecialTopics 634] Re: Learner Publishing--memories

 

 

 

Gail--
Have you encountered any PTSD (post traumatic stress disorder) issues as
you've had people recount these stories? We see manifestations of PTSD
behaviors in the children we work with in the Liberian community around
the impacts of war. I've also found that my adults are not willing to
share some of the stories from the war and refugee camps. It's just too
painful. As I've gotten to know them, tidbits will come out, and it's
awful to imagine what they have been through to get to this point.

Jean Marrapodi

-----Original Message-----
From: Gail E Weinstein <gailw at sfsu.edu>
To: specialtopics at nifl.gov
Sent: Fri, 14 Sep 2007 8:15 am
Subject: [SpecialTopics 630] Re: Last Day of International Programs
Discussion

Hi Friends. 

Sorry to join very late in the discussion.   

I'm interested in Eric's comment about community publishing and using
learner writing. I'm working on a model I call "Learners' LIves as
Curriculum", where teachers are trained to collect and use learner
narratives as the basis for developing mateirals.  I"ve been developing
this for immigrnts in the United States, first in the form of
traditionally published textbooks, but now with much more interest and
emphasis on teacher training, to connect materials developmetn with
learner narratives to professional development as they work in teams to
write the material. 

We're working now on collecting narratives from immigrants about
memories of floods, earthquakes, etc. to develop disaster preparedness
materials, and are training immigrant learners to collect some of the
stories.  The next project in line is to develop health literacy
materials beginning with "stories of courage and hope" from immigrant
cancer survivors as a way into mateiral about screening and resources
for cancer.   The purpose of this model, is, as Eric comments, to weave
learner writing and learner stories into the fabric of the curriculum
itself.   

A couple of our graduated students from the MATESOL program at San
Francisco State got fascinated with the model and want to try it out in
Japan.  We'll be presenting there in November.  I've also presented the
model in Turkey and Israel, and have received very enthused responses
from teachers there, who are exasperated with materials that have been
imported from foreign contexts. 

Would love to discuss this more with interested colleagues. 

Gail Weinstein 

ejonline at comcast.net <mailto:ejonline at comcast.net>  
Sent by: specialtopics-bounces at nifl.gov
<mailto:specialtopics-bounces at nifl.gov>  
09/13/2007 08:01 PM 

Please respond to
specialtopics at nifl.gov <mailto:specialtopics at nifl.gov> 

To

specialtopics at nifl.gov <mailto:specialtopics at nifl.gov>  

cc

 

Subject

[SpecialTopics 627] Re: Last Day of International Programs
Discussion

 

 

 

>From what I have seen in Japan - 

8) They are not thinking about jobs with a future, or jobs at all. There
are no long range plans like that in most programs. 

9) Students get a place to feel comfortable and supported. They get a
kind ear. They get to feel like part of a community. They also get
language skills, literacy skills and content area knowledge. 

10) Assessment is a tough issue - and raising it can cause a room to
empty. Most programs don't reallly want to talk about assessment. I
suppose the government might talk about how many people have graduated
from programs, but they don't often get involved at that level. 

What I am interested in checking out is community publishing. Many
programs produce books of student writing, and I would like to check
back in with them to hear more about the reaction and how they are used.
My sense is that they are more of a way to document students' work and
as an awareness raising thing. I don't think they are used as materials
in the classroom. 

Erik Jacobson

-------------- Original message ----------------------
From: "David J. Rosen" <djrosen at comcast.net <mailto:djrosen at comcast.net>
>
> Special Topics Colleagues,
> 
> Friday, September 14th, is the last day of our discussion about what  
> adult literacy education programs in the U.S. can learn from literacy

> programs and initiatives in other countries.  Our discussion has  
> touched on many different experiences, ideas and issues, cultures and

> countries. Brenda Bell has suggested that one good framework to look  
> at this wide range of issues across countries is  Part II of the  
> Oxfam book, Developing Adult Literacy: Approaches to Planning,  
> Implementing and Delivering Literacy Initiatives. I urge you to take  
> a look at this part, indeed the whole book.  It's available free, for

> now at least, as a download from
> 
> http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
<http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164>

> 
> Subscribers and guests: what will you carry away from this  
> discussion?  What new information or ideas? What has whetted your  
> appetite for more? What might you try out in your program?
> 
> Some of our guests may be checking in on Friday so if you have more  
> questions there is still time.  Some of our guests, too, may have  
> other thoughts or comments they would like to share. And I do hope  
> some of our guests can address the last three questions I posed:
> 
> 8.  How are other countries managing to embed language and literacy  
> development into services designed to help adults get jobs with a  
> future?
> 
> 9. What do participants most get out of the programs that you have  
> been involved with?  Conversation skills, reading skills, writing  
> skills, employment skills, empowerment, preparation for postsecondary

> education, computer skills?
> If you have been involved in developing integrated curriculum, what  
> are the main goals of curriculum development in international
contexts?
> 
> 10. How is success measured in programs in other countries?  What  
> sorts of metrics are used?
> 
> 
> On Monday we start a new discussion, on adult numeracy.
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net <mailto:djrosen at comcast.net> 
> 
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov <mailto:SpecialTopics at nifl.gov> 
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
<http://www.nifl.gov/mailman/listinfo/SpecialTopics> 
> Email delivered to ejonline at comcast.net <mailto:ejonline at comcast.net> 

-------------------------------
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<http://www.nifl.gov/mailman/listinfo/SpecialTopics> 
Email delivered to gailw at sfsu.edu <mailto:gailw at sfsu.edu> 

-------------------------------
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Email delivered to rejoicer at aol.com <mailto:rejoicer at aol.com> 

________________________________

Email and AIM finally together. You've gotta check out free AOL Mail
<http://o.aolcdn.com/cdn.webmail.aol.com/mailtour/aol/en-us/index.htm?nc
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From welearn at litwomen.org  Fri Sep 14 12:46:17 2007
From: welearn at litwomen.org (WE LEARN)
Date: Fri, 14 Sep 2007 12:46:17 -0400
Subject: [SpecialTopics 641] Re: Learner Publishing--memories
In-Reply-To: <mailman.40606.1189787016.788.specialtopics@nifl.gov>
References: <mailman.40606.1189787016.788.specialtopics@nifl.gov>
Message-ID: <5E02B897-0303-4A54-B7BE-9681B11C06D7@litwomen.org>

I strongly suggest that you look at the work of Jenny Horsman (Too  
Scared to Learn & numerous articles) - and her website:  
learningandviolence.net

She also has an article in Women and Literacy: Moving to Power and  
Participation
Women?s Studies Quarterly 32: 1 & 2 (Spring/Summer 2004), edited by  
Mev Miller

fyi - Too Scared to Learn & WSQ are both available for purchase from  
WE LEARN
order form available at: http://www.litwomen.org/07orderform.rtf

Mev Miller
Director, WE LEARN

On Sep 14, 2007, at 12:23 PM, specialtopics-request at nifl.gov wrote:

> ----------------------------------------------------------------------
>
> Message: 1
> Date: Fri, 14 Sep 2007 07:30:20 -0700
> From: Gail E Weinstein <gailw at sfsu.edu>
> Subject: [SpecialTopics 635] Re: Learner Publishing--memories
> To: specialtopics at nifl.gov
> Message-ID:
> 	<OF2BE1AA61.52F7F967-ON88257356.004F0609-88257356.004FC8AF at sfsu.edu>
> Content-Type: text/plain; charset="us-ascii"
>
> Hello Jean.
>
> This topic comes up constantly in the trainings I do with teachers of
> immigrants.  As a result, I'm working on two ways to approach  
> this:  ONe
> is to design a thematic unit for adult ESL students on mental  
> health with
> a focus on PTSD.  The second is a professional development  
> approach  in
> which my grad students will help to develop a "STudy Circle" for ESL
> teachers (adapting  NCSALL's model from their heatlh literacy work) on
> dealing with trauma.    I'm gathering articles and resources, and  
> would
> welcome any suggestions regarding your favorites.  Once we design this
> study circle module, we'll be happy to share it with anyone who  
> wants to
> use it.  It will be designed for teachers to do a bit of reading,  
> with a
> small group of colleagues,  interview some of their peers, and
> test/document some of their own strategies.
>
> I'd like to learn more about your experiences with the Liberians,  
> and how
> you have dealt with it.  You would be a wonderful resource for my  
> student
> group who is working on this issue.
>
> Yours,
> Gail
>
> San Francisco State University
>

Mev Miller, Ed.D., Director

WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html

182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org

From djrosen at comcast.net  Fri Sep 14 12:59:53 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 14 Sep 2007 12:59:53 -0400
Subject: [SpecialTopics 642]  International Classroom Virtual Visit Project
Message-ID: <194F3499-6246-42AC-8674-750F46E6C1FF@comcast.net>

Dear Special Topics Colleague,

I hope you will share the announcement below with teaching colleagues  
who want to build a better world through international and cross- 
cultural classroom exchange.

The International Classroom Virtual Visit (Virtual School) project is  
beginning its ninth 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. We have 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, for example,  choose

http://www.otan.us/webfarm/emailproject/school2003.htm

or

http://beginning2.blogspot.com/

We look forward to your joining the project.  Let one of us know if  
you have questions.

David J. Rosen
djrosen at comcast.net

Susan Gaer
sgaer at yahoo.com

From Janet_Isserlis at brown.edu  Fri Sep 14 15:45:51 2007
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Fri, 14 Sep 2007 15:45:51 -0400
Subject: [SpecialTopics 643] Re: Last Day of InternationalPrograms Discussion
In-Reply-To: <OFFD601340.A8E29680-ON88257356.0050C027-88257356.0051935B@sfsu.edu>
Message-ID: <C3105D2F.1AC04%Janet_Isserlis@brown.edu>

two more resources on trauma and learning:

http://www.cal.org/caela/esl%5Fresources/digests/trauma2.html

http://www.calpro-online.com/eric/textonly/docgen.asp?tbl=digests&ID=124
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From Janet_Isserlis at brown.edu  Fri Sep 14 15:50:56 2007
From: Janet_Isserlis at brown.edu (Janet Isserlis)
Date: Fri, 14 Sep 2007 15:50:56 -0400
Subject: [SpecialTopics 644] Re: Last Day of InternationalPrograms Discussion
In-Reply-To: <OFFD601340.A8E29680-ON88257356.0050C027-88257356.0051935B@sfsu.edu>
Message-ID: <C3105E60.1AC0A%Janet_Isserlis@brown.edu>

Gail and all

This dovetails nicely with another conversation on the PD list about project
based learning.  It helps illustrate ways in which writing can move beyond a
one-draft wonder to a thoughtful process ? both in terms of thinking,
organizing and considering opinions, as well as working with writers to see
what it is that writing can do and how it is that writers can come to do it.

thanks

Janet Isserlis

From: Gail E Weinstein <gailw at sfsu.edu>
Reply-To: <specialtopics at nifl.gov>
Date: Fri, 14 Sep 2007 07:49:54 -0700
To: <specialtopics at nifl.gov>
Subject: [SpecialTopics 636] Re: Last Day of InternationalPrograms
Discussion

Sally, you make a great point about the need for soem students to move
toward mastery of expository prose.  I have always focused on "non-academic"
language for immigrants, which never got much attention in my own teacher
training, but you are absolutely right, that many learners want access to
academic settings. 

I love some of the early writing of Ilana Leki and Rebecca Mylnarczic
(sorry, Rebecca, whereever you are, I know I've butchered the spelling
terribly) who explore the connection between personal and academic writing.
Lekij, in  a wonderful little gem that appeared in the TESOL Journal,  laid
out a very compelling progression which she calls "sequenced writing
assignments". Learners begin by writing an opinion about something they feel
persinally and deeply (i.e. about smoking when a parent has died of lung
cancer).  Then they construct and carry out a survey of 10-20 people in
their community on that topic.  Then the begin their literature search to
see what has been written about the topic.  Then the write an "essay" or
"research paper", in which they use traditional conventions of citing
research, but they begin from a stance of personal investment, exploration
of the voices of those around them, and then embed it in scholarship.
This model argues that the best "essay" and academic writing can and should
be deeply personal, and that the work is most powerful when the author's
voice is strong and clear -- even (or especially) when the work is academic
and research-based.

Have you ever worked with this model?  In your own struggles to move learner
toward expository writing, what do you find helps students stay invested and
see the discourse mode that is somethign that is still for and about THEM
and the things that matter to them most?

Yours, 
Gail 
San Francisco State University.

"Gabb, Sally S." <sgabb at bristol.mass.edu>
Sent by: specialtopics-bounces at nifl.gov 09/14/2007 06:20 AM
Please respond to
specialtopics at nifl.gov
To 
<specialtopics at nifl.gov>
cc
Subject 
[SpecialTopics 633] Re: Last Day of InternationalPrograms        Discussion

Hi Gail and all:  I have always supported the idea of learner?s Lives as
Curriculum ? however I want to encourage moving to more expository writing
to enable higher level students to gain further writing skills beyond
narrative.  Using a thematic approach, students could write their
narratives, then look at issues that affect their lives and work on essays,
gaining instruction/guidance for the kinds of writing that are required at a
post secondary level.  In my current work at the community college, I am
finding these kinds of ?bridge? instructional efforts are extremely
important for those who want to move on to higher level academic pursuits.
Just a thought!!  Sally Gabb, Bristol Community College
 

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Gail E Weinstein
Sent: Friday, September 14, 2007 8:16 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 630] Re: Last Day of InternationalPrograms
Discussion 
 

Hi Friends. 

Sorry to join very late in the discussion.

I'm interested in Eric's comment about community publishing and using
learner writing. I'm working on a model I call "Learners' LIves as
Curriculum", where teachers are trained to collect and use learner
narratives as the basis for developing mateirals.  I"ve been developing this
for immigrnts in the United States, first in the form of traditionally
published textbooks, but now with much more interest and emphasis on teacher
training, to connect materials developmetn with learner narratives to
professional development as they work in teams to write the material.

We're working now on collecting narratives from immigrants about memories of
floods, earthquakes, etc. to develop disaster preparedness materials, and
are training immigrant learners to collect some of the stories.  The next
project in line is to develop health literacy materials beginning with
"stories of courage and hope" from immigrant cancer survivors as a way into
mateiral about screening and resources for cancer.  The purpose of this
model, is, as Eric comments, to weave learner writing and learner stories
into the fabric of the curriculum itself.

A couple of our graduated students from the MATESOL program at San Francisco
State got fascinated with the model and want to try it out in Japan.  We'll
be presenting there in November.  I've also presented the model in Turkey
and Israel, and have received very enthused responses from teachers there,
who are exasperated with materials that have been imported from foreign
contexts. 

Would love to discuss this more with interested colleagues.

Gail Weinstein 

ejonline at comcast.net
Sent by: specialtopics-bounces at nifl.gov 09/13/2007 08:01 PM
Please respond to
specialtopics at nifl.gov

To 
specialtopics at nifl.gov
cc 
 
Subject 
[SpecialTopics 627] Re: Last Day of International Programs        Discussion
 

  

>From what I have seen in Japan -

8) They are not thinking about jobs with a future, or jobs at all. There are
no long range plans like that in most programs.

9) Students get a place to feel comfortable and supported. They get a kind
ear. They get to feel like part of a community. They also get language
skills, literacy skills and content area knowledge.

10) Assessment is a tough issue - and raising it can cause a room to empty.
Most programs don't reallly want to talk about assessment. I suppose the
government might talk about how many people have graduated from programs,
but they don't often get involved at that level.

What I am interested in checking out is community publishing. Many programs
produce books of student writing, and I would like to check back in with
them to hear more about the reaction and how they are used. My sense is that
they are more of a way to document students' work and as an awareness
raising thing. I don't think they are used as materials in the classroom.

Erik Jacobson

-------------- Original message ----------------------
From: "David J. Rosen" <djrosen at comcast.net>
> Special Topics Colleagues,
> 
> Friday, September 14th, is the last day of our discussion about what
> adult literacy education programs in the U.S. can learn from literacy
> programs and initiatives in other countries.  Our discussion has
> touched on many different experiences, ideas and issues, cultures and
> countries. Brenda Bell has suggested that one good framework to look
> at this wide range of issues across countries is  Part II of the
> Oxfam book, Developing Adult Literacy: Approaches to Planning,
> Implementing and Delivering Literacy Initiatives. I urge you to take
> a look at this part, indeed the whole book.  It's available free, for
> now at least, as a download from
> 
> http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
> 
> Subscribers and guests: what will you carry away from this
> discussion?  What new information or ideas? What has whetted your
> appetite for more? What might you try out in your program?
> 
> Some of our guests may be checking in on Friday so if you have more
> questions there is still time.  Some of our guests, too, may have
> other thoughts or comments they would like to share. And I do hope
> some of our guests can address the last three questions I posed:
> 
> 8.  How are other countries managing to embed language and literacy
> development into services designed to help adults get jobs with a
> future?
> 
> 9. What do participants most get out of the programs that you have
> been involved with?  Conversation skills, reading skills, writing
> skills, employment skills, empowerment, preparation for postsecondary
> education, computer skills?
> If you have been involved in developing integrated curriculum, what
> are the main goals of curriculum development in international contexts?
> 
> 10. How is success measured in programs in other countries?  What
> sorts of metrics are used?
> 
> 
> On Monday we start a new discussion, on adult numeracy.
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to gailw at sfsu.edu-------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to gailw at sfsu.edu

-------------------------------
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SpecialTopics at nifl.gov
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From gailw at sfsu.edu  Sat Sep 15 00:30:44 2007
From: gailw at sfsu.edu (Gail E Weinstein)
Date: Fri, 14 Sep 2007 21:30:44 -0700
Subject: [SpecialTopics 645] Re: Last Day of InternationalPrograms Discussion
In-Reply-To: <C3105E60.1AC0A%Janet_Isserlis@brown.edu>
Message-ID: <OFAE665CAB.B50BBA0B-ON88257357.0018BFB7-88257357.0018E37F@sfsu.edu>

Thanks, Janet, for pointing us to the PD list.    It has been many years, 
but I remember that you did lots of interesting work wtih project-based 
learning in the years that I was following your work.    Woudl love to see 
some of the models you've created-- I know they'll be good!

Gail Weinstein

Janet Isserlis <Janet_Isserlis at brown.edu> 
Sent by: specialtopics-bounces at nifl.gov
09/14/2007 12:50 PM
Please respond to
specialtopics at nifl.gov

To
<specialtopics at nifl.gov>
cc

Subject
[SpecialTopics 644] Re: Last Day of InternationalPrograms Discussion

Gail and all

This dovetails nicely with another conversation on the PD list about 
project based learning.  It helps illustrate ways in which writing can 
move beyond a one-draft wonder to a thoughtful process ? both in terms of 
thinking, organizing and considering opinions, as well as working with 
writers to see what it is that writing can do and how it is that writers 
can come to do it.

thanks

Janet Isserlis

From: Gail E Weinstein <gailw at sfsu.edu>
Reply-To: <specialtopics at nifl.gov>
Date: Fri, 14 Sep 2007 07:49:54 -0700
To: <specialtopics at nifl.gov>
Subject: [SpecialTopics 636] Re: Last Day of InternationalPrograms 
Discussion

Sally, you make a great point about the need for soem students to move 
toward mastery of expository prose.  I have always focused on 
"non-academic" language for immigrants, which never got much attention in 
my own teacher training, but you are absolutely right, that many learners 
want access to academic settings. 

I love some of the early writing of Ilana Leki and Rebecca Mylnarczic 
(sorry, Rebecca, whereever you are, I know I've butchered the spelling 
terribly) who explore the connection between personal and academic 
writing.  Lekij, in  a wonderful little gem that appeared in the TESOL 
Journal,  laid out a very compelling progression which she calls 
"sequenced writing assignments". Learners begin by writing an opinion 
about something they feel persinally and deeply (i.e. about smoking when a 
parent has died of lung cancer).  Then they construct and carry out a 
survey of 10-20 people in their community on that topic.  Then the begin 
their literature search to see what has been written about the topic. Then 
the write an "essay" or "research paper", in which they use traditional 
conventions of citing research, but they begin from a stance of personal 
investment, exploration of the voices of those around them, and then embed 
it in scholarship.    This model argues that the best "essay" and academic 
writing can and should be deeply personal, and that the work is most 
powerful when the author's voice is strong and clear -- even (or 
especially) when the work is academic and research-based. 

Have you ever worked with this model?  In your own struggles to move 
learner toward expository writing, what do you find helps students stay 
invested and see the discourse mode that is somethign that is still for 
and about THEM and the things that matter to them most? 

Yours, 
Gail 
San Francisco State University. 

"Gabb, Sally S." <sgabb at bristol.mass.edu> 
Sent by: specialtopics-bounces at nifl.gov 09/14/2007 06:20 AM 
Please respond to
specialtopics at nifl.gov 
To 
<specialtopics at nifl.gov> 
cc
Subject 
[SpecialTopics 633] Re: Last Day of InternationalPrograms Discussion 

Hi Gail and all:  I have always supported the idea of learner?s Lives as 
Curriculum ? however I want to encourage moving to more expository writing 
to enable higher level students to gain further writing skills beyond 
narrative.  Using a thematic approach, students could write their 
narratives, then look at issues that affect their lives and work on 
essays, gaining instruction/guidance for the kinds of writing that are 
required at a post secondary level.  In my current work at the community 
college, I am finding these kinds of ?bridge? instructional efforts are 
extremely important for those who want to move on to higher level academic 
pursuits.  Just a thought!!  Sally Gabb, Bristol Community College 

From: specialtopics-bounces at nifl.gov [
mailto:specialtopics-bounces at nifl.gov] On Behalf Of Gail E Weinstein
Sent: Friday, September 14, 2007 8:16 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 630] Re: Last Day of InternationalPrograms 
Discussion 

Hi Friends. 

Sorry to join very late in the discussion. 

I'm interested in Eric's comment about community publishing and using 
learner writing. I'm working on a model I call "Learners' LIves as 
Curriculum", where teachers are trained to collect and use learner 
narratives as the basis for developing mateirals.  I"ve been developing 
this for immigrnts in the United States, first in the form of 
traditionally published textbooks, but now with much more interest and 
emphasis on teacher training, to connect materials developmetn with 
learner narratives to professional development as they work in teams to 
write the material. 

We're working now on collecting narratives from immigrants about memories 
of floods, earthquakes, etc. to develop disaster preparedness materials, 
and are training immigrant learners to collect some of the stories.  The 
next project in line is to develop health literacy materials beginning 
with "stories of courage and hope" from immigrant cancer survivors as a 
way into mateiral about screening and resources for cancer.  The purpose 
of this model, is, as Eric comments, to weave learner writing and learner 
stories into the fabric of the curriculum itself. 

A couple of our graduated students from the MATESOL program at San 
Francisco State got fascinated with the model and want to try it out in 
Japan.  We'll be presenting there in November.  I've also presented the 
model in Turkey and Israel, and have received very enthused responses from 
teachers there, who are exasperated with materials that have been imported 
from foreign contexts. 

Would love to discuss this more with interested colleagues. 

Gail Weinstein 

ejonline at comcast.net 
Sent by: specialtopics-bounces at nifl.gov 09/13/2007 08:01 PM 
Please respond to
specialtopics at nifl.gov 

To 
specialtopics at nifl.gov 
cc 
Subject 
[SpecialTopics 627] Re: Last Day of International Programs Discussion 

 

>From what I have seen in Japan - 

8) They are not thinking about jobs with a future, or jobs at all. There 
are no long range plans like that in most programs. 

9) Students get a place to feel comfortable and supported. They get a kind 
ear. They get to feel like part of a community. They also get language 
skills, literacy skills and content area knowledge. 

10) Assessment is a tough issue - and raising it can cause a room to 
empty. Most programs don't reallly want to talk about assessment. I 
suppose the government might talk about how many people have graduated 
from programs, but they don't often get involved at that level. 

What I am interested in checking out is community publishing. Many 
programs produce books of student writing, and I would like to check back 
in with them to hear more about the reaction and how they are used. My 
sense is that they are more of a way to document students' work and as an 
awareness raising thing. I don't think they are used as materials in the 
classroom. 

Erik Jacobson

-------------- Original message ----------------------
From: "David J. Rosen" <djrosen at comcast.net>
> Special Topics Colleagues,
> 
> Friday, September 14th, is the last day of our discussion about what 
> adult literacy education programs in the U.S. can learn from literacy 
> programs and initiatives in other countries.  Our discussion has 
> touched on many different experiences, ideas and issues, cultures and 
> countries. Brenda Bell has suggested that one good framework to look 
> at this wide range of issues across countries is  Part II of the 
> Oxfam book, Developing Adult Literacy: Approaches to Planning, 
> Implementing and Delivering Literacy Initiatives. I urge you to take 
> a look at this part, indeed the whole book.  It's available free, for 
> now at least, as a download from
> 
> http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
> 
> Subscribers and guests: what will you carry away from this 
> discussion?  What new information or ideas? What has whetted your 
> appetite for more? What might you try out in your program?
> 
> Some of our guests may be checking in on Friday so if you have more 
> questions there is still time.  Some of our guests, too, may have 
> other thoughts or comments they would like to share. And I do hope 
> some of our guests can address the last three questions I posed:
> 
> 8.  How are other countries managing to embed language and literacy 
> development into services designed to help adults get jobs with a 
> future?
> 
> 9. What do participants most get out of the programs that you have 
> been involved with?  Conversation skills, reading skills, writing 
> skills, employment skills, empowerment, preparation for postsecondary 
> education, computer skills?
> If you have been involved in developing integrated curriculum, what 
> are the main goals of curriculum development in international contexts?
> 
> 10. How is success measured in programs in other countries?  What 
> sorts of metrics are used?
> 
> 
> On Monday we start a new discussion, on adult numeracy.
> 
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to gailw at sfsu.edu-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to gailw at sfsu.edu 

-------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to janet_isserlis at brown.edu-------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to gailw at sfsu.edu
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From gailw at sfsu.edu  Sat Sep 15 01:16:50 2007
From: gailw at sfsu.edu (Gail E Weinstein)
Date: Fri, 14 Sep 2007 22:16:50 -0700
Subject: [SpecialTopics 646] Re: Learner Publishing--memories
In-Reply-To: <MHEMKJNHLDIEMGGCCKCCMEFJDKAA.Kgotthardt@comcast.net>
Message-ID: <OFEA547BE8.0DA2EF45-ON88257357.001C1AEF-88257357.001D1C06@sfsu.edu>

Hi Katherine.

The issue of boundaries where ESL teachers are placed in roles beyond 
their training is an important one. It is one that  I don't feel eqipped 
to answer, as I'm not an "expert" in this area.  I do, feel, however, that 
all teachers should give this some thought and some time to educate 
themselves, , as one never knows when it will come up.  I have memories of 
my early teachign years (mid-seventies!) when I taught a class in public 
speaking.  Students were assigned to give a talk about their trip to 
America.  I was an inexperienced, undertrained,  part-time teacher in an 
night class.  I sat there, gradebook in hand, as students dutifully made 
their presentations.  Then, a Cambodian woman got up and began to talk in 
a kind of drone-- telling about her journey in which her sister was raped 
and killed, her mother starved, her brother disappeared, etc.   I was 
abolutely mortified, and totally unprepared to provide witness and support 
to this unexpected drama.

What I"d like to create in the professional development module is a way 
for teachers to investigate what other teachers have done in these 
situations, a few helpful readings, and some of their own collective (and 
invidual) relfection on what  they have done before and what they'd like 
to do in teh fiture if this siutation arises (as it inevitably does in a 
classroom where people talk about things that matter to them).

As for the thematic unit, it is not yet written, but it will contain 
content info on PTSD and it's symptoms (and consequences for learning), as 
well as guided problem-solving for finding communithy resources.  It will 
not focus on an invitation to tell traumatic stories.   I agree that this 
is not the teacher's role.  Alas, because teachers are often the first and 
most important connection to the host community, they are often thrust in 
the role of witness and first compassionate ear,, whether or not it's a 
role they choose.  The more we are prepared, the better in my view- 
including preparations to refer learners to safe places that ARE equpped 
to help them.

Gail.

"Katherine G" <Kgotthardt at comcast.net> 
Sent by: specialtopics-bounces at nifl.gov
09/14/2007 09:31 AM
Please respond to
specialtopics at nifl.gov

To
<specialtopics at nifl.gov>
cc

Subject
[SpecialTopics 639] Re: Learner Publishing--memories

Hi Gail and others--

I have a question on your writing models for immigrants with PTSD.

The mental health thematic unit sounds great!  I assume you would include
lists of community resources within the materials.  However, do you feel 
you
are approaching dangerous ground in developing a curriculum for teachers 
to
discuss PTSD and trauma related incidents with students?  As an ESL 
teacher,
I would not be comfortable with this, since we are not therapists or
counselors.  Or do your teachers have some other kind of background I am 
not
understanding?

Thanks!

Katherine Mercurio Gotthardt, ESOL Online Instructor
Prince William County Public Schools
Adult Education
P.O. Box 389
Manassas, VA 20108
work 703-791-8387
fax 703-791-8889

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Gail E Weinstein
Sent: Friday, September 14, 2007 10:30 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 635] Re: Learner Publishing--memories

Hello Jean.

This topic comes up constantly in the trainings I do with teachers of
immigrants.  As a result, I'm working on two ways to approach this:  ONe 
is
to design a thematic unit for adult ESL students on mental health with a
focus on PTSD.  The second is a professional development approach  in 
which
my grad students will help to develop a "STudy Circle" for ESL teachers
(adapting  NCSALL's model from their heatlh literacy work) on dealing with
trauma.    I'm gathering articles and resources, and would welcome any
suggestions regarding your favorites.  Once we design this study circle
module, we'll be happy to share it with anyone who wants to use it.  It 
will
be designed for teachers to do a bit of reading, with a small group of
colleagues,  interview some of their peers, and test/document some of 
their
own strategies.

I'd like to learn more about your experiences with the Liberians, and how
you have dealt with it.  You would be a wonderful resource for my student
group who is working on this issue.

Yours,
Gail

San Francisco State University

.

rejoicer at aol.com
Sent by: specialtopics-bounces at nifl.gov
09/14/2007 06:49 AM Please respond to
specialtopics at nifl.gov

Tospecialtopics at nifl.gov
cc
Subject[SpecialTopics 634] Re: Learner Publishing--memories

Gail--
Have you encountered any PTSD (post traumatic stress disorder) issues as
you've had people recount these stories? We see manifestations of PTSD
behaviors in the children we work with in the Liberian community around 
the
impacts of war. I've also found that my adults are not willing to share 
some
of the stories from the war and refugee camps. It's just too painful. As
I've gotten to know them, tidbits will come out, and it's awful to imagine
what they have been through to get to this point.

Jean Marrapodi

-----Original Message-----
From: Gail E Weinstein <gailw at sfsu.edu>
To: specialtopics at nifl.gov
Sent: Fri, 14 Sep 2007 8:15 am
Subject: [SpecialTopics 630] Re: Last Day of International Programs
Discussion

Hi Friends.

Sorry to join very late in the discussion.

I'm interested in Eric's comment about community publishing and using
learner writing. I'm working on a model I call "Learners' LIves as
Curriculum", where teachers are trained to collect and use learner
narratives as the basis for developing mateirals.  I"ve been developing 
this
for immigrnts in the United States, first in the form of traditionally
published textbooks, but now with much more interest and emphasis on 
teacher
training, to connect materials developmetn with learner narratives to
professional development as they work in teams to write the material.

We're working now on collecting narratives from immigrants about memories 
of
floods, earthquakes, etc. to develop disaster preparedness materials, and
are training immigrant learners to collect some of the stories.  The next
project in line is to develop health literacy materials beginning with
"stories of courage and hope" from immigrant cancer survivors as a way 
into
mateiral about screening and resources for cancer.   The purpose of this
model, is, as Eric comments, to weave learner writing and learner stories
into the fabric of the curriculum itself.

A couple of our graduated students from the MATESOL program at San 
Francisco
State got fascinated with the model and want to try it out in Japan. We'll
be presenting there in November.  I've also presented the model in Turkey
and Israel, and have received very enthused responses from teachers there,
who are exasperated with materials that have been imported from foreign
contexts.

Would love to discuss this more with interested colleagues.

Gail Weinstein

ejonline at comcast.net
Sent by: specialtopics-bounces at nifl.gov
09/13/2007 08:01 PM
Please respond to
specialtopics at nifl.gov

Tospecialtopics at nifl.gov
cc
Subject[SpecialTopics 627] Re: Last Day of International Programs
Discussion

>From what I have seen in Japan -

8) They are not thinking about jobs with a future, or jobs at all. There 
are
no long range plans like that in most programs.

9) Students get a place to feel comfortable and supported. They get a kind
ear. They get to feel like part of a community. They also get language
skills, literacy skills and content area knowledge.

10) Assessment is a tough issue - and raising it can cause a room to 
empty.
Most programs don't reallly want to talk about assessment. I suppose the
government might talk about how many people have graduated from programs,
but they don't often get involved at that level.

What I am interested in checking out is community publishing. Many 
programs
produce books of student writing, and I would like to check back in with
them to hear more about the reaction and how they are used. My sense is 
that
they are more of a way to document students' work and as an awareness
raising thing. I don't think they are used as materials in the classroom.

Erik Jacobson

-------------- Original message ----------------------
From: "David J. Rosen" <djrosen at comcast.net>
> Special Topics Colleagues,
>
> Friday, September 14th, is the last day of our discussion about what
> adult literacy education programs in the U.S. can learn from literacy
> programs and initiatives in other countries.  Our discussion has
> touched on many different experiences, ideas and issues, cultures and
> countries. Brenda Bell has suggested that one good framework to look
> at this wide range of issues across countries is  Part II of the
> Oxfam book, Developing Adult Literacy: Approaches to Planning,
> Implementing and Delivering Literacy Initiatives. I urge you to take
> a look at this part, indeed the whole book.  It's available free, for
> now at least, as a download from
>
> http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
>
> Subscribers and guests: what will you carry away from this
> discussion?  What new information or ideas? What has whetted your
> appetite for more? What might you try out in your program?
>
> Some of our guests may be checking in on Friday so if you have more
> questions there is still time.  Some of our guests, too, may have
> other thoughts or comments they would like to share. And I do hope
> some of our guests can address the last three questions I posed:
>
> 8.  How are other countries managing to embed language and literacy
> development into services designed to help adults get jobs with a
> future?
>
> 9. What do participants most get out of the programs that you have
> been involved with?  Conversation skills, reading skills, writing
> skills, employment skills, empowerment, preparation for postsecondary
> education, computer skills?
> If you have been involved in developing integrated curriculum, what
> are the main goals of curriculum development in international contexts?
>
> 10. How is success measured in programs in other countries?  What
> sorts of metrics are used?
>
>
> On Monday we start a new discussion, on adult numeracy.
>
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ejonline at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to gailw at sfsu.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to rejoicer at aol.com

Email and AIM finally together. You've gotta check out free AOL
Mail! -------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to gailw at sfsu.edu

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to gailw at sfsu.edu

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From Kgotthardt at comcast.net  Sat Sep 15 08:09:33 2007
From: Kgotthardt at comcast.net (Katherine G)
Date: Sat, 15 Sep 2007 08:09:33 -0400
Subject: [SpecialTopics 647] Re: Learner Publishing--memories
In-Reply-To: <OFEA547BE8.0DA2EF45-ON88257357.001C1AEF-88257357.001D1C06@sfsu.edu>
Message-ID: <MHEMKJNHLDIEMGGCCKCCEEFODKAA.Kgotthardt@comcast.net>

Gail, thank you for your thoughtful response and insight.  I know now, even
though I have taught in the classroom, I would not be prepared for a
response like that either.  I've had some of that come through in writing
where it is a little easier to address through a kind note on the paper.
But to provide support live in front of the class?  Wow.

This is one aspect of teaching the ESOL population that I am sure the
general public is not aware of.  You often are working with people who come
from war-torn countries, are fleeing for their lives, etc.  These students
and their families need community support.  I have tremendous admiration for
those teachers and counselors who help these students, and I have such
love/empathy/sympathy for these trauma victims.  May whatever power you
believe in continue to provide all of us strength and compassion to
overcome!

Katherine Mercurio Gotthardt, ESOL Online Instructor
Prince William County Public Schools
Adult Education
P.O. Box 389
Manassas, VA 20108
work 703-791-8387
fax 703-791-8889

 -----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Gail E Weinstein
Sent: Saturday, September 15, 2007 1:17 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 646] Re: Learner Publishing--memories

  Hi Katherine.

  The issue of boundaries where ESL teachers are placed in roles beyond
their training is an important one. It is one that  I don't feel eqipped to
answer, as I'm not an "expert" in this area.  I do, feel, however, that all
teachers should give this some thought and some time to educate themselves,
, as one never knows when it will come up.  I have memories of my early
teachign years (mid-seventies!) when I taught a class in public speaking.
Students were assigned to give a talk about their trip to America.  I was an
inexperienced, undertrained,  part-time teacher in an night class.  I sat
there, gradebook in hand, as students dutifully made their presentations.
Then, a Cambodian woman got up and began to talk in a kind of drone--
telling about her journey in which her sister was raped and killed, her
mother starved, her brother disappeared, etc.   I was abolutely mortified,
and totally unprepared to provide witness and support to this unexpected
drama.

  What I"d like to create in the professional development module is a way
for teachers to investigate what other teachers have done in these
situations, a few helpful readings, and some of their own collective (and
invidual) relfection on what  they have done before and what they'd like to
do in teh fiture if this siutation arises (as it inevitably does in a
classroom where people talk about things that matter to them).

  As for the thematic unit, it is not yet written, but it will contain
content info on PTSD and it's symptoms (and consequences for learning), as
well as guided problem-solving for finding communithy resources.  It will
not focus on an invitation to tell traumatic stories.   I agree that this is
not the teacher's role.  Alas, because teachers are often the first and most
important connection to the host community, they are often thrust in the
role of witness and first compassionate ear,, whether or not it's a role
they choose.  The more we are prepared, the better in my view-  including
preparations to refer learners to safe places that ARE equpped to help them.

  Gail.

        "Katherine G" <Kgotthardt at comcast.net>
        Sent by: specialtopics-bounces at nifl.gov
        09/14/2007 09:31 AM Please respond to
              specialtopics at nifl.gov

       To <specialtopics at nifl.gov>
              cc
              Subject [SpecialTopics 639] Re: Learner Publishing--memories

  Hi Gail and others--

  I have a question on your writing models for immigrants with PTSD.

  The mental health thematic unit sounds great!  I assume you would include
  lists of community resources within the materials.  However, do you feel
you
  are approaching dangerous ground in developing a curriculum for teachers
to
  discuss PTSD and trauma related incidents with students?  As an ESL
teacher,
  I would not be comfortable with this, since we are not therapists or
  counselors.  Or do your teachers have some other kind of background I am
not
  understanding?

  Thanks!

  Katherine Mercurio Gotthardt, ESOL Online Instructor
  Prince William County Public Schools
  Adult Education
  P.O. Box 389
  Manassas, VA 20108
  work 703-791-8387
  fax 703-791-8889

  -----Original Message-----
  From: specialtopics-bounces at nifl.gov
  [mailto:specialtopics-bounces at nifl.gov]On Behalf Of Gail E Weinstein
  Sent: Friday, September 14, 2007 10:30 AM
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 635] Re: Learner Publishing--memories

  Hello Jean.

  This topic comes up constantly in the trainings I do with teachers of
  immigrants.  As a result, I'm working on two ways to approach this:  ONe
is
  to design a thematic unit for adult ESL students on mental health with a
  focus on PTSD.  The second is a professional development approach  in
which
  my grad students will help to develop a "STudy Circle" for ESL teachers
  (adapting  NCSALL's model from their heatlh literacy work) on dealing with
  trauma.    I'm gathering articles and resources, and would welcome any
  suggestions regarding your favorites.  Once we design this study circle
  module, we'll be happy to share it with anyone who wants to use it.  It
will
  be designed for teachers to do a bit of reading, with a small group of
  colleagues,  interview some of their peers, and test/document some of
their
  own strategies.

  I'd like to learn more about your experiences with the Liberians, and how
  you have dealt with it.  You would be a wonderful resource for my student
  group who is working on this issue.

  Yours,
  Gail

  San Francisco State University

  .

  rejoicer at aol.com
  Sent by: specialtopics-bounces at nifl.gov
  09/14/2007 06:49 AM Please respond to
  specialtopics at nifl.gov

  Tospecialtopics at nifl.gov
  cc
  Subject[SpecialTopics 634] Re: Learner Publishing--memories

  Gail--
  Have you encountered any PTSD (post traumatic stress disorder) issues as
  you've had people recount these stories? We see manifestations of PTSD
  behaviors in the children we work with in the Liberian community around
the
  impacts of war. I've also found that my adults are not willing to share
some
  of the stories from the war and refugee camps. It's just too painful. As
  I've gotten to know them, tidbits will come out, and it's awful to imagine
  what they have been through to get to this point.

  Jean Marrapodi

  -----Original Message-----
  From: Gail E Weinstein <gailw at sfsu.edu>
  To: specialtopics at nifl.gov
  Sent: Fri, 14 Sep 2007 8:15 am
  Subject: [SpecialTopics 630] Re: Last Day of International Programs
  Discussion

  Hi Friends.

  Sorry to join very late in the discussion.

  I'm interested in Eric's comment about community publishing and using
  learner writing. I'm working on a model I call "Learners' LIves as
  Curriculum", where teachers are trained to collect and use learner
  narratives as the basis for developing mateirals.  I"ve been developing
this
  for immigrnts in the United States, first in the form of traditionally
  published textbooks, but now with much more interest and emphasis on
teacher
  training, to connect materials developmetn with learner narratives to
  professional development as they work in teams to write the material.

  We're working now on collecting narratives from immigrants about memories
of
  floods, earthquakes, etc. to develop disaster preparedness materials, and
  are training immigrant learners to collect some of the stories.  The next
  project in line is to develop health literacy materials beginning with
  "stories of courage and hope" from immigrant cancer survivors as a way
into
  mateiral about screening and resources for cancer.   The purpose of this
  model, is, as Eric comments, to weave learner writing and learner stories
  into the fabric of the curriculum itself.

  A couple of our graduated students from the MATESOL program at San
Francisco
  State got fascinated with the model and want to try it out in Japan.
We'll
  be presenting there in November.  I've also presented the model in Turkey
  and Israel, and have received very enthused responses from teachers there,
  who are exasperated with materials that have been imported from foreign
  contexts.

  Would love to discuss this more with interested colleagues.

  Gail Weinstein

  ejonline at comcast.net
  Sent by: specialtopics-bounces at nifl.gov
  09/13/2007 08:01 PM
  Please respond to
  specialtopics at nifl.gov

  Tospecialtopics at nifl.gov
  cc
  Subject[SpecialTopics 627] Re: Last Day of International Programs
  Discussion

  >From what I have seen in Japan -

  8) They are not thinking about jobs with a future, or jobs at all. There
are
  no long range plans like that in most programs.

  9) Students get a place to feel comfortable and supported. They get a kind
  ear. They get to feel like part of a community. They also get language
  skills, literacy skills and content area knowledge.

  10) Assessment is a tough issue - and raising it can cause a room to
empty.
  Most programs don't reallly want to talk about assessment. I suppose the
  government might talk about how many people have graduated from programs,
  but they don't often get involved at that level.

  What I am interested in checking out is community publishing. Many
programs
  produce books of student writing, and I would like to check back in with
  them to hear more about the reaction and how they are used. My sense is
that
  they are more of a way to document students' work and as an awareness
  raising thing. I don't think they are used as materials in the classroom.

  Erik Jacobson

  -------------- Original message ----------------------
  From: "David J. Rosen" <djrosen at comcast.net>
  > Special Topics Colleagues,
  >
  > Friday, September 14th, is the last day of our discussion about what
  > adult literacy education programs in the U.S. can learn from literacy
  > programs and initiatives in other countries.  Our discussion has
  > touched on many different experiences, ideas and issues, cultures and
  > countries. Brenda Bell has suggested that one good framework to look
  > at this wide range of issues across countries is  Part II of the
  > Oxfam book, Developing Adult Literacy: Approaches to Planning,
  > Implementing and Delivering Literacy Initiatives. I urge you to take
  > a look at this part, indeed the whole book.  It's available free, for
  > now at least, as a download from
  >
  > http://publications.oxfam.org.uk/oxfam/display.asp?K=e2007030715391164
  >
  > Subscribers and guests: what will you carry away from this
  > discussion?  What new information or ideas? What has whetted your
  > appetite for more? What might you try out in your program?
  >
  > Some of our guests may be checking in on Friday so if you have more
  > questions there is still time.  Some of our guests, too, may have
  > other thoughts or comments they would like to share. And I do hope
  > some of our guests can address the last three questions I posed:
  >
  > 8.  How are other countries managing to embed language and literacy
  > development into services designed to help adults get jobs with a
  > future?
  >
  > 9. What do participants most get out of the programs that you have
  > been involved with?  Conversation skills, reading skills, writing
  > skills, employment skills, empowerment, preparation for postsecondary
  > education, computer skills?
  > If you have been involved in developing integrated curriculum, what
  > are the main goals of curriculum development in international contexts?
  >
  > 10. How is success measured in programs in other countries?  What
  > sorts of metrics are used?
  >
  >
  > On Monday we start a new discussion, on adult numeracy.
  >
  >
  > David J. Rosen
  > Special Topics Discussion Moderator
  > djrosen at comcast.net
  >
  >
  >
  >
  >
  >
  > -------------------------------
  > National Institute for Literacy
  > Special Topics mailing list
  > SpecialTopics at nifl.gov
  > To unsubscribe or change your subscription settings, please go to
  > http://www.nifl.gov/mailman/listinfo/SpecialTopics
  > Email delivered to ejonline at comcast.net

  -------------------------------
  National Institute for Literacy
  Special Topics mailing list
  SpecialTopics at nifl.gov
  To unsubscribe or change your subscription settings, please go to
  http://www.nifl.gov/mailman/listinfo/SpecialTopics
  Email delivered to gailw at sfsu.edu

  -------------------------------
  National Institute for Literacy
  Special Topics mailing list
  SpecialTopics at nifl.gov
  To unsubscribe or change your subscription settings, please go to
  http://www.nifl.gov/mailman/listinfo/SpecialTopics
  Email delivered to rejoicer at aol.com

  Email and AIM finally together. You've gotta check out free AOL
  Mail! -------------------------------
  National Institute for Literacy
  Special Topics mailing list
  SpecialTopics at nifl.gov
  To unsubscribe or change your subscription settings, please go to
  http://www.nifl.gov/mailman/listinfo/SpecialTopics
  Email delivered to gailw at sfsu.edu

  -------------------------------
  National Institute for Literacy
  Special Topics mailing list
  SpecialTopics at nifl.gov
  To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
  Email delivered to gailw at sfsu.edu

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From djrosen at comcast.net  Sat Sep 15 08:10:04 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sat, 15 Sep 2007 08:10:04 -0400
Subject: [SpecialTopics 648] International Discussion Ends and Numeracy
	Discussion Begins
Message-ID: <DBE3FBAA-B31E-4CD6-A939-B0604C2E3136@comcast.net>

Special Topics Colleagues,

I want to thank our guests for the topic:  What International  
Literacy Programs Offer Programs in the U.S. : Brenda Bell, Pamela  
Civins, Dr. John Comings, Barbara Garner, Dr. Erik Jacobson, Juliet  
Merrifield, and Dr. Ujwala Samant. I know we have only scratched the  
surfaces of several issues here in this one short week, but the  
discussion has been tantalizing.  I also want to thank Oxfam for  
making the book Developing Adult Literacy: Approaches to planning,  
implementing and delivering literacy initiatives by Juliet Merrifield  
Juliet McCaffrey, and Juliet Millican available by download free for  
this discussion. It will be available in hard copy on September 30,  
2007.

This marks the end of the international literacy discussion, for now  
at least.

On Monday we will begin a new discussion on The Components of  
Numeracy with Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg,  
an occasional paper published by the National Center for the Study of  
Adult Learning and Literacy.

For more information, and a short list of readings to prepare for the  
discussion please go to:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

or the short Web address:

http://tinyurl.com/yvo6hf

Please e-mail your questions for our numeracy guest experts to  
specialtopics at nifl.gov

Your colleagues who may wish to join this discussion can subscribe by  
going to:

http://www.nifl.gov/mailman/listinfo/specialtopics

After they complete a simple registration form (30 seconds) they will  
receive an email asking them to confirm that they wish to subscribe.  
They should Immediately reply to the email to complete their  
subscription. After the discussion ends they can unsubscribe from the  
same Web address, or stay on for the next discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From djrosen at comcast.net  Sun Sep 16 07:44:57 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sun, 16 Sep 2007 07:44:57 -0400
Subject: [SpecialTopics 649]  Components of Numeracy
Message-ID: <3F0D6BB7-F432-449B-8CAB-F38693252B3D@comcast.net>

Colleagues,

Some of you have emailed me that you have been eagerly awaiting the  
discussion on the components of numeracy study.

To get full benefit from the discussion this week you will need to  
prepare.  It won't take long.  You'll find links to the readings at:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

or the short Web address:

http://tinyurl.com/yvo6hf

So far I have not received any questions from subscribers.  Please  
read the preparation documents and then e-malil your questions to me  
or to the list today.

Thanks,

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From wrmuth at vcu.edu  Sun Sep 16 14:15:23 2007
From: wrmuth at vcu.edu (William R Muth/FS/VCU)
Date: Sun, 16 Sep 2007 14:15:23 -0400
Subject: [SpecialTopics 650]  Correctional Education Discussion
In-Reply-To: <3F0D6BB7-F432-449B-8CAB-F38693252B3D@comcast.net>
Message-ID: <OFA13EFD80.0F666768-ON85257358.00631CD0-85257358.00644892@vcu.edu>

Dear Literacy Colleagues,
When David Rosen recently solicited ideas for NIFL?s Special Topics 
Discussion Group, many of you suggested topics related to Correctional 
Education. You may recall that last September, NIFL hosted a CE-related 
discussion led by David, John Linton, Steve Steurer and myself, in which 
engaged, resourceful educators from around the country contributed. That 
discussion has been complied and is now-ready-for-Wiki-time-players. You 
can locate it on the Corrections page of the ALE Wiki at: 

http://wiki.literacytent.org/index.php/Corrections_Education

Scroll down to item 10.2.2. to find the discussion, ?Correctional Ed, 
Family Literacy & Transition--On-Line Discussion, September 2006.? 

If we do have another CE discussion (and I certainly hope we do), I ask 
David to consider this as a reference. 
Thank you!  - Bill Muth, VCU
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From djrosen at comcast.net  Sun Sep 16 21:59:08 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Sun, 16 Sep 2007 21:59:08 -0400
Subject: [SpecialTopics 651]  The Components of Numeracy study
Message-ID: <96C4AEA9-2B72-46A7-BCEC-5C79BA5BFC0E@comcast.net>

Special Topics Colleagues,

Today we begin a discussion about the Components of Numeracy  study.   
I would like to welcome our guest authors: Mary Jane Schmitt, Lynda  
Ginsburg and Myrna Manley. I will post some questions now and will  
follow up with other questions later. I encourage you to submit your  
questions and comments, too. As our discussion will end this Friday,  
however, please don't wait too long to post your question(s). If you  
haven't yet, please take a look at the study and accompanying  
documents. (See below.)

Here are my questions to our guests about the study:

1. Can you describe (or point subscribers to descriptions in the  
readings that describe) the three major components and also give  
examples of how they interact?

Context ? the use and purpose for which an adult takes on a task with  
mathematical demands

Content ? the mathematical knowledge that is necessary for the tasks  
confronted

Cognitive and Affective ? the processes that enable an individual to  
solve problems, and thereby, link the content and context

2. Where does mathematical fluency fit into the components, that is,  
learners becoming comfortable, quick, and enthusiastic about engaging  
with numeracy to solve problems?

3. In the United States now, what is driving how math is taught and  
learned? Is it student-defined contexts, as they present them to  
their teachers? Is it curriculum frameworks? Or is it the  
standardized tests called for by the NRS? Is it all the above? Can  
you give us an overview of where ? in the country ? each of these  
?drivers? now has some sway?

For more information, including links to the readings, please go to:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

or the short Web address:

http://tinyurl.com/yvo6hf

Your colleagues who may wish to join this discussion can subscribe by
going to

http://www.nifl.gov/mailman/listinfo/specialtopics

After you complete the simple registration form (30 seconds) you will
receive an email asking you to confirm that you wish to subscribe.
Immediately reply to the email to complete your subscription. After
the discussion ends you can unsubscribe from the same Web address, or
stay on for the next discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------- next part --------------
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From daviauk at billings.k12.mt.us  Sun Sep 16 18:49:15 2007
From: daviauk at billings.k12.mt.us (Kathie Daviau)
Date: Sun, 16 Sep 2007 16:49:15 -0600
Subject: [SpecialTopics 652] Re: Components of Numeracy
References: <3F0D6BB7-F432-449B-8CAB-F38693252B3D@comcast.net>
Message-ID: <8728940CA8973249ABCFCF502B57BF2207A3538A@exchange.billings.k12.mt.us>

I am interested in the use of manipulatives in the adult ed math classroom.  How are manipulatives used?  How do you introduce manipulatives to adults?  Do you use manipulatives in an individualized setting?  What are your favorite manipulatives?  
Thanks,
Kathie
Billings, Montana

-----Original Message-----
From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
Sent: Sun 9/16/2007 5:44 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 649]  Components of Numeracy
 
Colleagues,

Some of you have emailed me that you have been eagerly awaiting the  
discussion on the components of numeracy study.

To get full benefit from the discussion this week you will need to  
prepare.  It won't take long.  You'll find links to the readings at:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

or the short Web address:

http://tinyurl.com/yvo6hf

So far I have not received any questions from subscribers.  Please  
read the preparation documents and then e-malil your questions to me  
or to the list today.

Thanks,

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------- next part --------------
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From sshultz at telamon.org  Mon Sep 17 10:34:47 2007
From: sshultz at telamon.org (Stephanie Shultz)
Date: Mon, 17 Sep 2007 10:34:47 -0400
Subject: [SpecialTopics 653] Re: The Components of Numeracy study
In-Reply-To: <96C4AEA9-2B72-46A7-BCEC-5C79BA5BFC0E@comcast.net>
References: <96C4AEA9-2B72-46A7-BCEC-5C79BA5BFC0E@comcast.net>
Message-ID: <03F4CE7E191E9841A0740E046CB6212C28D9E6@exchral2.telamon.corp>

I have a couple of question also: Is it my imagination or selective
memory? It seems to me that there is less mathematical content taught
now then there was say 20 years ago. The Algebra I and Algebra II
courses that I was responsible for teaching most recently don't seem to
have as much content as the ones that I remember taking. 

My second question is: do you think the drive to push all students,
starting in elementary school and continuing through high school, into
data analysis, i.e. line of best fit and measures of central tendency,
is a worthwhile goal?  And lastly, I think that the high stakes tests
have murdered the mathematics curriculum, especially the teaching of
introductory Algebra courses. What is your collective opinions?

 

Stephanie Shultz 

ESL Facilitator

Telamon Corporation

917 Mt. Hermon Rd.

Salisbury, MD 21804

410-546-4604 ext 118

sshultz at telamon.org

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Sunday, September 16, 2007 8:59 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 651] The Components of Numeracy study

 

Special Topics Colleagues,

 

Today we begin a discussion about the Components of Numeracy  study.  I
would like to welcome our guest authors: Mary Jane Schmitt, Lynda
Ginsburg and Myrna Manley. I will post some questions now and will
follow up with other questions later. I encourage you to submit your
questions and comments, too. As our discussion will end this Friday,
however, please don't wait too long to post your question(s). If you
haven't yet, please take a look at the study and accompanying documents.
(See below.)

 

Here are my questions to our guests about the study:

 

1. Can you describe (or point subscribers to descriptions in the
readings that describe) the three major components and also give
examples of how they interact?

 

Context - the use and purpose for which an adult takes on a task with
mathematical demands

 

Content - the mathematical knowledge that is necessary for the tasks
confronted 

 

Cognitive and Affective - the processes that enable an individual to
solve problems, and thereby, link the content and context 

 

2. Where does mathematical fluency fit into the components, that is,
learners becoming comfortable, quick, and enthusiastic about engaging
with numeracy to solve problems? 

 

3. In the United States now, what is driving how math is taught and
learned? Is it student-defined contexts, as they present them to their
teachers? Is it curriculum frameworks? Or is it the standardized tests
called for by the NRS? Is it all the above? Can you give us an overview
of where - in the country - each of these "drivers" now has some sway?

 

 

For more information, including links to the readings, please go to:

 

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

 

or the short Web address:

 

http://tinyurl.com/yvo6hf

 

Your colleagues who may wish to join this discussion can subscribe by

going to

 

http://www.nifl.gov/mailman/listinfo/specialtopics

 

After you complete the simple registration form (30 seconds) you will

receive an email asking you to confirm that you wish to subscribe.

Immediately reply to the email to complete your subscription. After

the discussion ends you can unsubscribe from the same Web address, or

stay on for the next discussion.

 

David J. Rosen

Special Topics Discussion Moderator

djrosen at comcast.net
---
 
Telamon Corporation Disclaimer 2006
This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the system manager. This message contains confidential information and is intended only for the individual named. If you are not the named addressee you should not disseminate, distribute or copy this e-mail. Please notify the sender immediately by e-mail if you have received this e-mail by mistake and delete this e-mail from your system. If you are not the intended recipient you are notified that disclosing, copying, distributing or taking any action in reliance on the contents of this information is strictly prohibited.
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From lkiehlbauch at okanagan.bc.ca  Mon Sep 17 12:41:40 2007
From: lkiehlbauch at okanagan.bc.ca (Leslie Kiehlbauch)
Date: Mon, 17 Sep 2007 09:41:40 -0700
Subject: [SpecialTopics 654] Re: Components of Numeracy
Message-ID: <6C9B3E834CA13040964489981F90792D1872E3@sal-exch-1.okanagan.bc.ca>

Kathie,

I would like to recommend a publication by Kate Nonesuch: Changing the
Way We Teach Math - A Manual for Teaching Basic Math to Adults (2006).
Kate takes a look at her own teaching practices, explores best practices
in general, delves into why many students are resistant to learning
math, and provides suggestions for using manipulatives.

 

The book can be downloaded free from the National Adult Literacy
Database website: http://library.nald.ca/item/6220

 

Leslie

 

Leslie Kiehlbauch

Okanagan College

PO Box 189

2552 Trans Canada Hwy NE

Salmon Arm, BC  V1E 4N3

 

T: 250.832-2126 Ext. 8219

Toll-free:  1-888-831-0431

F: 250.804-8850

Email:   <mailto:lkiehlbauch at okanagan.bc.ca> lkiehlbauch at okanagan.bc.ca

Web:   <http://www.okanagan.bc.ca> www.okanagan.bc.ca

 

 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
Sent: September 16, 2007 3:49 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 652] Re: Components of Numeracy

 

I am interested in the use of manipulatives in the adult ed math
classroom.  How are manipulatives used?  How do you introduce
manipulatives to adults?  Do you use manipulatives in an individualized
setting?  What are your favorite manipulatives? 
Thanks,
Kathie
Billings, Montana

-----Original Message-----
From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
Sent: Sun 9/16/2007 5:44 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 649]  Components of Numeracy

Colleagues,

Some of you have emailed me that you have been eagerly awaiting the 
discussion on the components of numeracy study.

To get full benefit from the discussion this week you will need to 
prepare.  It won't take long.  You'll find links to the readings at:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

or the short Web address:

http://tinyurl.com/yvo6hf

So far I have not received any questions from subscribers.  Please 
read the preparation documents and then e-malil your questions to me 
or to the list today.

Thanks,

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------- next part --------------
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From j.e.ward at cox.net  Mon Sep 17 09:32:36 2007
From: j.e.ward at cox.net (Judy Ward)
Date: Mon, 17 Sep 2007 08:32:36 -0500
Subject: [SpecialTopics 655]  compenents of numeracy
Message-ID: <000b01c7f92f$3a0b0b90$6402a8c0@Judy>

Kathie,

My name is Judy Ward and I am President of ANN. While manipulatives are
generally used with children they are very important tools for adult
learners. Manipulatives are not toys and they do work with adults. I prefer
to let groups of 2 to 4 students work together to facilitate discussion.

Manipulatives are used to help students understand the "why" of an algorithm
or rule as well as other basic concepts. Many adult learners are visual
and/or tactile learners and need to learn differently. How many times have
your students asked "why" when trying to learn how to do a procedure for the
nth time? 

Introducing manipulatives is not difficult if it is done with a group of 2
to 4 students. Group work facilitates discussion, problem solving and
learning while using any manipulative. However, there must be a plan.
Sitting them down with blocks without a plan or direction might not have
positive results. If someone doesn't want to work with "blocks" or "toys"
then let them watch and I guarantee you they will change their mind. 

The ones I use most often are the base ten blocks, small cubes, and
Cuisenaire rods. Base ten blocks have many uses and can be used for place
value, addition, subtraction, multiplication, division, decimals and
percent. Small cubes can be used for counting, perimeter, area, volume,
building patterns, etc. The Cuisenaire rods also have many uses but I use
them mainly for fractions.  

If you would like more information you can contact me. 

Judy Ward

Judy Ward, President	
Adult Numeracy Network
6886 Young Farm Avenue
Springdale, AR 72762
Phone: 479.361.2223
Fax: 479.361.2223
Email: j.e.ward at cox.net

 

From pnaidu at kennesaw.edu  Mon Sep 17 14:04:15 2007
From: pnaidu at kennesaw.edu (Pinder  Naidu)
Date: Mon, 17 Sep 2007 14:04:15 -0400
Subject: [SpecialTopics 656]   Re: The Components of Numeracy study
Message-ID: <s6ee896e.085@greatowl.kennesaw.edu>

Stephanie: I teach the introduction and intermediate (algebra I and II) algebra courses at a four year college, mainly adult learners. Yes, we have cut back on the content to only the concepts we deem necessary for continuation. 
 
The push at the K-12 level I believe is to make connections from algebra to real life problems, to make meaning of the math, hence the data analysis. But I do not teach at the k-12 level so maybe someone can correct me. 
 
I do think that while the goal in GA is to teach depth and not width, from what I'm hearing from teachers they are still teaching a lot of concepts in one year. I believe children benefit from seeing hearing and touching the same concept again and again, in a continuous time line and not discretely. 
 
In my opinion while the goal of making math meaningful is a worthwhile goal, the problem lies in the delivery and who delivers the content. Many teachers continue to deliver math content in the way they were taught. 
 
Testing of course is a whole other issue. I personally hate teaching to the test. Politics again. But different states are approaching the curriculum in different ways. 
 
Pinder Naidu
GSU Math Ed Grad Student
Instructor Math 

>>> sshultz at telamon.org 9/17/2007 10:34:47 AM >>>

I have a couple of question also: Is it my imagination or selective memory? It seems to me that there is less mathematical content taught now then there was say 20 years ago. The Algebra I and Algebra II courses that I was responsible for teaching most recently don?t seem to have as much content as the ones that I remember taking. My second question is: do you think the drive to push all students, starting in elementary school and continuing through high school, into data analysis, i.e. line of best fit and measures of central tendency, is a worthwhile goal?  And lastly, I think that the high stakes tests have murdered the mathematics curriculum, especially the teaching of introductory Algebra courses. What is your collective opinions?Stephanie Shultz ESL FacilitatorTelamon Corporation917 Mt. Hermon Rd.Salisbury, MD 21804410-546-4604 ext 118sshultz at telamon.org

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Sunday, September 16, 2007 8:59 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 651] The Components of Numeracy study
Special Topics Colleagues,
Today we begin a discussion about the Components of Numeracy  study.  I would like to welcome our guest authors: Mary Jane Schmitt, Lynda Ginsburg and Myrna Manley. I will post some questions now and will follow up with other questions later. I encourage you to submit your questions and comments, too. As our discussion will end this Friday, however, please don't wait too long to post your question(s). If you haven't yet, please take a look at the study and accompanying documents. (See below.)

Here are my questions to our guests about the study:

1. Can you describe (or point subscribers to descriptions in the readings that describe) the three major components and also give examples of how they interact?

Context * the use and purpose for which an adult takes on a task with mathematical demands

Content * the mathematical knowledge that is necessary for the tasks confronted 

Cognitive and Affective * the processes that enable an individual to solve problems, and thereby, link the content and context 

2. Where does mathematical fluency fit into the components, that is, learners becoming comfortable, quick, and enthusiastic about engaging with numeracy to solve problems? 

3. In the United States now, what is driving how math is taught and learned? Is it student-defined contexts, as they present them to their teachers? Is it curriculum frameworks? Or is it the standardized tests called for by the NRS? Is it all the above? Can you give us an overview of where * in the country * each of these ?drivers? now has some sway?

For more information, including links to the readings, please go to:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

or the short Web address:

http://tinyurl.com/yvo6hf

Your colleagues who may wish to join this discussion can subscribe by
going to

http://www.nifl.gov/mailman/listinfo/specialtopics

After you complete the simple registration form (30 seconds) you will
receive an email asking you to confirm that you wish to subscribe.
Immediately reply to the email to complete your subscription. After
the discussion ends you can unsubscribe from the same Web address, or
stay on for the next discussion.
David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

---
 
Telamon Corporation Disclaimer 2006 
This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the system manager. This message contains confidential information and is intended only for the individual named. If you are not the named addressee you should not disseminate, distribute or copy this e-mail. Please notify the sender immediately by e-mail if you have received this e-mail by mistake and delete this e-mail from your system. If you are not the intended recipient you are notified that disclosing, copying, distributing or taking any action in reliance on the contents of this information is strictly prohibited. 
 

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From eleonelli at bfit.edu  Mon Sep 17 14:14:45 2007
From: eleonelli at bfit.edu (eleonelli at bfit.edu)
Date: Mon, 17 Sep 2007 14:14:45 -0400 (EDT)
Subject: [SpecialTopics 657] Re: The Components of Numeracy study
In-Reply-To: <96C4AEA9-2B72-46A7-BCEC-5C79BA5BFC0E@comcast.net>
References: <96C4AEA9-2B72-46A7-BCEC-5C79BA5BFC0E@comcast.net>
Message-ID: <50593.71.174.129.41.1190052885.squirrel@webmail4.pair.com>

My question (or comment) has three parts:

(1)	Is adult numeracy the same as quantitative literacy as described in
"Mathematics and Democracy: The case for Quantitative Literacy"?

(2)	If it is, could you comment on the idea that the ABE curriculum and
pedagogy must change as suggested by Larry Cuban in his article,
?Encouraging Progressive Pedagogy,?  in the same text. He states:
[the]
call for numeracy is a call for a different, more salient pedagogy than
now exists.  (page 91)

(3)	Even if numeracy and quantitative literacy are not exactly the same,
do you think that the pedagogy for adult numeracy should change and if so,
how?

From mmanly at earthlink.net  Mon Sep 17 16:27:17 2007
From: mmanly at earthlink.net (Myrna Manly)
Date: Mon, 17 Sep 2007 13:27:17 -0700
Subject: [SpecialTopics 658] Re: Components of Numeracy
In-Reply-To: <8728940CA8973249ABCFCF502B57BF2207A3538A@exchange.billings.k12.mt.us>
Message-ID: <E1IXNCE-0002UN-KF@elasmtp-banded.atl.sa.earthlink.net>

Kathy, 

Because you are interested in introducing manipulatives into the adult
classroom, I'm guessing that you know how powerful they can be in helping
students to recognize patterns and to see more than one way to solve
problems.  They help to make the transition from the concrete to the
symbolic reasoning that is so important in math.  But I also sense that you
are hesitant to use them with adults who may dismiss them as being for
children.

 

Perhaps this a good question to throw back to the list subscribers.  What
has your experience been when you introduced manipulatives to your adult
classes?

 

Myrna

 

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Kathie Daviau
Sent: Sunday, September 16, 2007 2:49 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 652] Re: Components of Numeracy

 

I am interested in the use of manipulatives in the adult ed math classroom.
How are manipulatives used?  How do you introduce manipulatives to adults?
Do you use manipulatives in an individualized setting?  What are your
favorite manipulatives? 
Thanks,
Kathie
Billings, Montana

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From mwooten at sfccnm.edu  Mon Sep 17 16:47:21 2007
From: mwooten at sfccnm.edu (Mary Wooten)
Date: Mon, 17 Sep 2007 14:47:21 -0600
Subject: [SpecialTopics 659] Re: Components of Numeracy
In-Reply-To: <8728940CA8973249ABCFCF502B57BF2207A3538A@exchange.billings.k12.mt.us>
Message-ID: <4B9F402958B8E047974B6ECF4A4714582122CD@bell.sfcc.edu>

Manipulatives--

I'm so glad someone is interested in manipulatives.  We actively use
manipulatives in all our ABE/GED math classes to illustrate concrete and
abstract concepts, concretely for students.  It is a way of illustrating
a concept.  We have a wonderful response from students, in general.  

We use them both with small groups and individually. 

The key to acceptance with adults is modeling use of them and having
them out and available in the classroom as a rule of thumb, not an
exception.  We like the rolling plastic drawers to store them in so we
can pull them around the room.  

We have obtained most of our manipulatives through the Summit Learning
Company.  We have quite a few but ones we use most often are:
Multiplication Wraps- great for abstracting times tables, Clock to show
elapsed time,  large cardboard Thermometer - for positive and negative
numbers; fraction tiles, dice, Pizza game- great for fractions with a
group, decimal/fraction/ percent dominoes.

Teachers do need to be trained on these and encouraged to use them.

 

 

 

Mary S. Wooten  M.Ed.

GED Coordinator

Adult Basic Education

Santa Fe Community College

Santa Fe, NM 87508

Phone  (505) 428-1329

 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
Sent: Sunday, September 16, 2007 4:49 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 652] Re: Components of Numeracy

 

I am interested in the use of manipulatives in the adult ed math
classroom.  How are manipulatives used?  How do you introduce
manipulatives to adults?  Do you use manipulatives in an individualized
setting?  What are your favorite manipulatives? 
Thanks,
Kathie
Billings, Montana

-----Original Message-----
From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
Sent: Sun 9/16/2007 5:44 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 649]  Components of Numeracy

Colleagues,

Some of you have emailed me that you have been eagerly awaiting the 
discussion on the components of numeracy study.

To get full benefit from the discussion this week you will need to 
prepare.  It won't take long.  You'll find links to the readings at:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

or the short Web address:

http://tinyurl.com/yvo6hf

So far I have not received any questions from subscribers.  Please 
read the preparation documents and then e-malil your questions to me 
or to the list today.

Thanks,

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------- next part --------------
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From mmanly at earthlink.net  Mon Sep 17 17:32:08 2007
From: mmanly at earthlink.net (Myrna Manly)
Date: Mon, 17 Sep 2007 14:32:08 -0700
Subject: [SpecialTopics 660] Re: The Components of Numeracy study
In-Reply-To: <03F4CE7E191E9841A0740E046CB6212C28D9E6@exchral2.telamon.corp>
Message-ID: <E1IXOD5-0004jU-4z@elasmtp-spurfowl.atl.sa.earthlink.net>

Stephanie,

I don't think it is your imagination - the content of Algebra I and Algebra
II courses is changing. In our paper, we speak to that on p.8, saying that
the mathematical content component of numeracy will adjust as the demands of
society change. 

 

In the case of algebra, I would like to suggest that the changes in content
are also a reaction to the change in the role that algebra (and the algebra
courses) plays. When I was in high school, less than half of us took algebra
and the rest went to consumer math or general math.  Now in most states,
every high school graduate must pass at least one algebra course.  The
narrow, academic focus of "algebra I as preparation for many more math
courses, eventually calculus for engineering" has broadened to "algebraic
thinking for our technological society."  There is a stronger emphasis on
relationships between quantities and exploring what happens to one quantity
as changes are made to another. At the same time, attaining a high level of
skill with symbol manipulation becomes less critical.

 

Speaking for myself again, I am thrilled with the inclusion of data analysis
in the curriculum. As citizens, we all need to be able to look more
critically at the numbers that are being used to influence public opinion.
I'd like to hear more about the objections to including it.

 

Finally, before I get started on the assessment issue, can you be more
specific about which high-stakes assessments you are thinking of? 

 

Myrna

 

 

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Stephanie Shultz
Sent: Monday, September 17, 2007 6:35 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 653] Re: The Components of Numeracy study

 

I have a couple of question also: Is it my imagination or selective memory?
It seems to me that there is less mathematical content taught now then there
was say 20 years ago. The Algebra I and Algebra II courses that I was
responsible for teaching most recently don't seem to have as much content as
the ones that I remember taking. 

My second question is: do you think the drive to push all students, starting
in elementary school and continuing through high school, into data analysis,
i.e. line of best fit and measures of central tendency, is a worthwhile
goal?  And lastly, I think that the high stakes tests have murdered the
mathematics curriculum, especially the teaching of introductory Algebra
courses. What is your collective opinions?

 

Stephanie Shultz 

ESL Facilitator

Telamon Corporation

917 Mt. Hermon Rd.

Salisbury, MD 21804

410-546-4604 ext 118

sshultz at telamon.org

  _____  

 

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From daviauk at billings.k12.mt.us  Mon Sep 17 17:45:29 2007
From: daviauk at billings.k12.mt.us (Kathie Daviau)
Date: Mon, 17 Sep 2007 15:45:29 -0600
Subject: [SpecialTopics 661] Re: Components of Numeracy
In-Reply-To: <E1IXNCE-0002UN-KF@elasmtp-banded.atl.sa.earthlink.net>
References: <8728940CA8973249ABCFCF502B57BF2207A3538A@exchange.billings.k12.mt.us>
	<E1IXNCE-0002UN-KF@elasmtp-banded.atl.sa.earthlink.net>
Message-ID: <8728940CA8973249ABCFCF502B57BF2208A11E7C@exchange.billings.k12.mt.us>

Actually, my hesitation is because I teach in an individualized setting.
When I run across a student that needs the hands-on approach, I find it
difficult to introduce manipulatives to just one student.  I do not have
a group of 2-4 students that are at the same spot.  

 

When I do take the time to introduce manipulatives to one student or a
group of students, the students not involved in the activity do not
receive my attention until I am done.

 

I would love to develop a system for this.

Kathie

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Myrna Manly
Sent: Monday, September 17, 2007 2:27 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 658] Re: Components of Numeracy

 

Kathie, 

Because you are interested in introducing manipulatives into the adult
classroom, I'm guessing that you know how powerful they can be in
helping students to recognize patterns and to see more than one way to
solve problems.  They help to make the transition from the concrete to
the symbolic reasoning that is so important in math.  But I also sense
that you are hesitant to use them with adults who may dismiss them as
being for children.

 

Perhaps this a good question to throw back to the list subscribers.
What has your experience been when you introduced manipulatives to your
adult classes?

 

Myrna

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
Sent: Sunday, September 16, 2007 2:49 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 652] Re: Components of Numeracy

 

I am interested in the use of manipulatives in the adult ed math
classroom.  How are manipulatives used?  How do you introduce
manipulatives to adults?  Do you use manipulatives in an individualized
setting?  What are your favorite manipulatives? 
Thanks,
Kathie
Billings, Montana

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From djrosen at comcast.net  Mon Sep 17 17:50:24 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 17 Sep 2007 17:50:24 -0400
Subject: [SpecialTopics 662]  How New Subscribers Can Catch Up
Message-ID: <B1442A30-2696-4DA4-A7C0-C144C69CECD6@comcast.net>

Special Topics Colleagues,

Welcome to those who have subscribed to the Special Topics e-list for  
the Components of Numeracy discussion.  If you joined us after the  
discussion began you can read the postings you missed at:

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

or (short form of this web page)

http://tinyurl.com/yr6qt5

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From lwiener at llfinc.org  Mon Sep 17 22:02:11 2007
From: lwiener at llfinc.org (Louise Wiener)
Date: Mon, 17 Sep 2007 22:02:11 -0400
Subject: [SpecialTopics 663] Re: International Discussion Ends and	Numeracy
	Discussion Begins
In-Reply-To: <DBE3FBAA-B31E-4CD6-A939-B0604C2E3136@comcast.net>
Message-ID: <C314A9E3.517E%lwiener@llfinc.org>

Dear David,

I found the Tout and Schmitt chapter particularly invigorating and
challenging and hope Dr. Schmitt might comment on two thoughts for starters.

I was surprised at the frequent reference to K-12 with almost no reference
to pre-K.  I first became familiar with the term numeracy in the context of
Head Start standards. Is there research on numeracy in the early childhood
field ? or has the name alone been adopted?

I was struck, too, by the reference to numeracy as the bridge between
mathematics and the real world. I see it  equally as the bridge between
mathematics and literacy because  it captures (builds on?) the language and
concepts of math as contrasted with the pure computation of math.

You will note that at least my spell-check rejects ?numeracy? as a valid
word.  Perhaps we should start by lobbying there!

Thank you, Louise 
-- 
Louise W. Wiener, Chairman of the Board
    Learning and Leadership in Families
    2701 12th Street NE
    Washington, DC 20018

    Mobile Phone: 301-213-6516
    Office Phone: 202-243-7783
    Website: www.LLFinc.org
    Email: lwiener at LLFinc.org

    United Way / CFC # 8981

  On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:

> Special Topics Colleagues,
> 
> I want to thank our guests for the topic:??What International Literacy
> Programs Offer Programs in the U.S.?:?Brenda Bell,?Pamela Civins,?Dr. John
> Comings,?Barbara Garner,?Dr. Erik Jacobson, Juliet Merrifield,?and?Dr. Ujwala
> Samant. I know we have only scratched the surfaces of several issues here in
> this one short week, but the discussion has been tantalizing.? I also want to
> thank?Oxfam for making the book?Developing Adult Literacy:?Approaches to
> planning, implementing and delivering literacy initiatives by Juliet
> Merrifield Juliet McCaffrey, and Juliet Millican?available by download free
> for this discussion. It will be available in hard copy on?September 30, 2007.
> 
> This marks the end of the international literacy discussion, for now at
> least.?
> 
> On Monday we will begin a new discussion on The Components of Numeracy?with
> Mary Jane Schmitt, Myrna Manly and Dr. Lynda?Ginsburg,?an occasional
> paper?published by the National Center for the Study of Adult Learning
> and?Literacy.
> 
> For more information, and a short list of readings to prepare for the
> discussion please go to:
> 
> http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html
> 
> or the short Web address:
> 
> http://tinyurl.com/yvo6hf
> 
> Please e-mail?your questions for our numeracy guest experts
> to?specialtopics at nifl.gov
> 
> Your colleagues who may wish to join this discussion can subscribe by?going
> to:
> 
> http://www.nifl.gov/mailman/listinfo/specialtopics
> 
> After they complete a simple registration form (30 seconds) they will?receive
> an email asking them to confirm that they wish to subscribe.?They should
> Immediately reply to the email to complete their subscription. After?the
> discussion ends they can unsubscribe from the same Web address, or?stay on for
> the next discussion.
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
>  
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to lwiener at llfinc.org

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From ginsburg at rci.rutgers.edu  Mon Sep 17 20:33:26 2007
From: ginsburg at rci.rutgers.edu (Lynda Ginsburg)
Date: Mon, 17 Sep 2007 20:33:26 -0400 (EDT)
Subject: [SpecialTopics 664] Re: Components of Numeracy/Manipulatives
In-Reply-To: <4B9F402958B8E047974B6ECF4A4714582122CD@bell.sfcc.edu>
References: <4B9F402958B8E047974B6ECF4A4714582122CD@bell.sfcc.edu>
Message-ID: <1155.68.84.41.133.1190075606.squirrel@webmail.rci.rutgers.edu>

Hi all,

I have used measuring tools, particularly rulers and tape measures, as
"concrete manipulatives" to help learners "see" fractions and decimals
(cm. rulers or tapes). The topic is ostensibly measurement, which
virtually every adult has found useful and worthwhile, and the need for
fractions or decimals is quite apparent. Equivalent fractions make sense
on a ruler, as do adding and subtracting fractions.

It has also been fun to have groups of learners design their ideal house
or apartment, draw it on graph paper to scale, and then make scale models
with cardboard. Lots of proportional reasoning, measurement, etc. People
have even built small cardboard furniture and brought in toy cars for the
driveway or street. Problem-based learning, collaboration, need to
communicate mathematically, and lots of math issues arise.

Lynda

Mary Wooten wrote:
> Manipulatives--
>
> I'm so glad someone is interested in manipulatives.  We actively use
> manipulatives in all our ABE/GED math classes to illustrate concrete and
> abstract concepts, concretely for students.  It is a way of illustrating
> a concept.  We have a wonderful response from students, in general.
>
> We use them both with small groups and individually.
>
> The key to acceptance with adults is modeling use of them and having
> them out and available in the classroom as a rule of thumb, not an
> exception.  We like the rolling plastic drawers to store them in so we
> can pull them around the room.
>
> We have obtained most of our manipulatives through the Summit Learning
> Company.  We have quite a few but ones we use most often are:
> Multiplication Wraps- great for abstracting times tables, Clock to show
> elapsed time,  large cardboard Thermometer - for positive and negative
> numbers; fraction tiles, dice, Pizza game- great for fractions with a
> group, decimal/fraction/ percent dominoes.
>
> Teachers do need to be trained on these and encouraged to use them.
>
>
>
>
>
>
>
> Mary S. Wooten  M.Ed.
>
> GED Coordinator
>
> Adult Basic Education
>
> Santa Fe Community College
>
> Santa Fe, NM 87508
>
> Phone  (505) 428-1329
>
>
>
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
> Sent: Sunday, September 16, 2007 4:49 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 652] Re: Components of Numeracy
>
>
>
> I am interested in the use of manipulatives in the adult ed math
> classroom.  How are manipulatives used?  How do you introduce
> manipulatives to adults?  Do you use manipulatives in an individualized
> setting?  What are your favorite manipulatives?
> Thanks,
> Kathie
> Billings, Montana
>
>
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
> Sent: Sun 9/16/2007 5:44 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 649]  Components of Numeracy
>
> Colleagues,
>
> Some of you have emailed me that you have been eagerly awaiting the
> discussion on the components of numeracy study.
>
> To get full benefit from the discussion this week you will need to
> prepare.  It won't take long.  You'll find links to the readings at:
>
> http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html
>
> or the short Web address:
>
> http://tinyurl.com/yvo6hf
>
>
> So far I have not received any questions from subscribers.  Please
> read the preparation documents and then e-malil your questions to me
> or to the list today.
>
> Thanks,
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ginsburg at rci.rutgers.edu

-- 
Lynda Ginsburg
Senior Research Associate, MetroMath
Rutgers University
tel: 732-445-1409

From djrosen at comcast.net  Mon Sep 17 22:12:42 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Mon, 17 Sep 2007 22:12:42 -0400
Subject: [SpecialTopics 665]  Components of Numeracy
Message-ID: <9EF504A9-BB0A-4873-A4D9-74B1EBE8D3FB@comcast.net>

Colleagues,

I do hope our guest authors might address the three questions I posed  
yesterday, and here are  three more:

4. One difference, that you point out in the study on page 15,  
between how children and adults learn numeracy is ?The inclusion of  
societal contexts in adult-focused frameworks stands in marked   
contrast to the exclusion of such contexts in school-based  
frameworks.?  Are there other differences?

5. I have been looking at some numeracy teaching/teacher training  
videos, for example:

http://mlots.org (?Ratio and Proportion?)
http://www.teachersnetwork.org/media/index.cfm (?Real Math?)

Most of the videos I have found are focused on children; very few are  
focused on adults; but the approaches are similar: getting teachers  
comfortable in the language and use of numeracy thinking, organizing  
classrooms so students are actively engaged in discovery of numeracy  
concepts, and helping learners make those concepts and related skills  
their own. What do you see as the similarities between how children  
and adults ideally should learn numeracy?

6. On pages 16-17 of the study you describe a continuum of  
contextualization and give examples of two very different word  
problem learning activities, the opposite ends of the spectrum. The  
first is a decontextualized opportunity to practice some recently- 
taught skills ? an activity that is ?realistic?, not ?real?. The  
second grows from a real-life context where students do not have  
clues, other that the context of the problem itself, for what  
numeracy is needed. I wonder if you have other examples along the  
continuum that you could share.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From ginsburg at rci.rutgers.edu  Tue Sep 18 00:19:38 2007
From: ginsburg at rci.rutgers.edu (Lynda Ginsburg)
Date: Tue, 18 Sep 2007 00:19:38 -0400 (EDT)
Subject: [SpecialTopics 666] Re: Numeracy-Children vs. Adult
In-Reply-To: <9EF504A9-BB0A-4873-A4D9-74B1EBE8D3FB@comcast.net>
References: <9EF504A9-BB0A-4873-A4D9-74B1EBE8D3FB@comcast.net>
Message-ID: <1381.68.84.41.133.1190089178.squirrel@webmail.rci.rutgers.edu>

Hi David et al,

I wanted to comment on some of the issues you raised about the differences
between children's and adults' experiences learning math/numeracy. To me,
one of the primary differences is the whole idea of learning math vs.
learning numeracy.

In school, children are generally learning math so that they can go on to
and be successful in higher levels of math. Children are full time
students; that's pretty much what they do. While there is an assumption
that the math children learn will be available for other, everyday
purposes, meeting those purposes (usually expected to be in the future) is
not generally the goal of school.  Thus, our statement about the exclusion
of societal contexts in school math. I know that's a gross generalization,
but I think it's often true. Just think about "word problems" that have
sometimes been promoted as "real world applications." Word problems are
virtually always contrived, pretty formulaic, and function as
computational examples with words, and usually aren't very
realistic/meaningful to the learner (When was the last time a teenager
really needed to figure out when the two trains would meet? For that
matter, when was the last time you needed to figure that out?). Most of us
noticed pretty quickly that the word problems following the pages on
multiplying fractions could all be solved by multiplying the fractions
between the words.

On the other hand, we have been thinking of "numeracy" as being integrally
connected with real world activity, continuously crossing the
school/everyday life chasm. Adult learners have one foot in the classroom
and the other in the outside world. They bring that world into the
classroom with their experiences, and they should be able to bring their
classroom-based learning out to their real lives. Tasks and problems in
real life are messy, call for judgements, estimations, and assumptions.
Math becomes a tool, not an end in itself.

Without getting into the whole "math wars" thing, the K-12 math reform
movement has tried to shift the emphasis of school math learning from a
focus on acquiring and mastering decontextualized computation skills to a
focus on developing conceptual understanding. To me, this is a shift
towards my vision of numeracy.

Getting back to your question about the teacher training videos that show
children exploring, talking about math concepts, struggling with making
meaning of the math -- I agree these are similar to what I would like to
see in adult ed classes. The few existing videos of adult ed math
instruction are also in this vein (from the TIAN/EMPower projects, from
NCAL's PDK, others?) Generally all these videos are from reform classes,
often from National Science Foundation curriculum projects. I think these
video tapes have been created from the need for teachers (K-12 & adult ed)
to be able to see what a different kind of instruction might look like,
especially since most teachers didn't experience this kind of schooling
themselves. [I know that this was the rationale behind "Captured Wisdom"
which focused on using technology in the classroom].

That said, I am sure there are also some videos out there promoting rote
learning of math facts, but we all already know what that looks like.

Sorry to be rambling,
Lynda

David J. Rosen wrote:
> Colleagues,
>
> I do hope our guest authors might address the three questions I posed
> yesterday, and here are  three more:
>
> 4. One difference, that you point out in the study on page 15,
> between how children and adults learn numeracy is ?The inclusion of
> societal contexts in adult-focused frameworks stands in marked
> contrast to the exclusion of such contexts in school-based
> frameworks.?  Are there other differences?
>
> 5. I have been looking at some numeracy teaching/teacher training
> videos, for example:
>
> http://mlots.org (?Ratio and Proportion?)
> http://www.teachersnetwork.org/media/index.cfm (?Real Math?)
>
> Most of the videos I have found are focused on children; very few are
> focused on adults; but the approaches are similar: getting teachers
> comfortable in the language and use of numeracy thinking, organizing
> classrooms so students are actively engaged in discovery of numeracy
> concepts, and helping learners make those concepts and related skills
> their own. What do you see as the similarities between how children
> and adults ideally should learn numeracy?
>
> 6. On pages 16-17 of the study you describe a continuum of
> contextualization and give examples of two very different word
> problem learning activities, the opposite ends of the spectrum. The
> first is a decontextualized opportunity to practice some recently-
> taught skills ? an activity that is ?realistic?, not ?real?. The
> second grows from a real-life context where students do not have
> clues, other that the context of the problem itself, for what
> numeracy is needed. I wonder if you have other examples along the
> continuum that you could share.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ginsburg at rci.rutgers.edu
>

-- 
Lynda Ginsburg
Senior Research Associate, MetroMath
Rutgers University
tel: 732-445-1409

From mary_jane_schmitt at terc.edu  Tue Sep 18 08:38:23 2007
From: mary_jane_schmitt at terc.edu (Mary Jane Schmitt)
Date: Tue, 18 Sep 2007 08:38:23 -0400
Subject: [SpecialTopics 667] Re: International Discussion Ends
	and	Numeracy	Discussion Begins
In-Reply-To: <C314A9E3.517E%lwiener@llfinc.org>
Message-ID: <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-8525735A.00456EAD@terc.edu>

Hi Louise

Yes, current versions of spell-check reject the word numeracy, even though 
its usage is becoming more common. When we used it in our papers, we 
generally meant adult numeracy. Early childhood numeracy* is different 
because numeracy does depend upon context - and age can be thought of as a 
contextual  and a cognitive factor. The math appropriate for a 3-year old 
to learn, understand, and be able to do is different for an adult. On the 
other hand, all age groups are included when being numerate is defined as 
having `the ability and inclination to use mathematics effectively in our 
lives--at home, at work, and in the community' (New Zealand Ministry of 
Education, 2001). 

As far as far as the relationship among mathematics, literacy, and 
numeracy, some  use a Venn diagram to illustrate numeracy as the 
intersection of mathematics and literacy - that might be a better analogy 
than a bridge between math and literacy. In fact, we see the term 
"mathematical literacy" to be synonymous with numeracy.

* An aside, as we meant to focus on adult numeracy during this discussion: 
 There is a rich body of research on early numeracy development, even in 
infants. I am fascinated by studies that have shown 6-month olds to be 
aware of subtraction errors (as evidenced by extended gaze), or the idea 
that babies can subitize, (recognize small quantities without counting) . 
Australia and New Zealand have early numeracy educational initiatives that 
are very interesting. I think Dave Tout and I stand corrected on the K-12 
designation for "school math before reaching adulthood."  Even though many 
of the documents we referred to focused on K-12, we could have included 
pre-K. 

Take care, 
Mary Jane

Mary Jane Schmitt
TERC
2067 Massachusetts Avenue
Cambridge, MA  02140
mary_jane_schmitt at terc.edu
www.adultnumeracy at terc.edu

Louise Wiener <lwiener at llfinc.org> 
Sent by: specialtopics-bounces at nifl.gov
09/17/07 10:02 PM
Please respond to
specialtopics at nifl.gov

To
<specialtopics at nifl.gov>
cc

Subject
[SpecialTopics 663] Re: International Discussion Ends and       Numeracy 
Discussion Begins

Dear David,

I found the Tout and Schmitt chapter particularly invigorating and 
challenging and hope Dr. Schmitt might comment on two thoughts for 
starters. 

I was surprised at the frequent reference to K-12 with almost no reference 
to pre-K.  I first became familiar with the term numeracy in the context 
of Head Start standards. Is there research on numeracy in the early 
childhood field ? or has the name alone been adopted?

I was struck, too, by the reference to numeracy as the bridge between 
mathematics and the real world. I see it  equally as the bridge between 
mathematics and literacy because  it captures (builds on?) the language 
and concepts of math as contrasted with the pure computation of math.

You will note that at least my spell-check rejects ?numeracy? as a valid 
word.  Perhaps we should start by lobbying there!

Thank you, Louise 
-- 
Louise W. Wiener, Chairman of the Board
    Learning and Leadership in Families
    2701 12th Street NE
    Washington, DC 20018

    Mobile Phone: 301-213-6516
    Office Phone: 202-243-7783
    Website: www.LLFinc.org
    Email: lwiener at LLFinc.org

    United Way / CFC # 8981

  On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:

Special Topics Colleagues,

I want to thank our guests for the topic:  What International Literacy 
Programs Offer Programs in the U.S. : Brenda Bell, Pamela Civins, Dr. John 
Comings, Barbara Garner, Dr. Erik Jacobson, Juliet Merrifield, and Dr. 
Ujwala Samant. I know we have only scratched the surfaces of several 
issues here in this one short week, but the discussion has been 
tantalizing.  I also want to thank Oxfam for making the book Developing 
Adult Literacy: Approaches to planning, implementing and delivering 
literacy initiatives by Juliet Merrifield Juliet McCaffrey, and Juliet 
Millican available by download free for this discussion. It will be 
available in hard copy on September 30, 2007.

This marks the end of the international literacy discussion, for now at 
least. 

On Monday we will begin a new discussion on The Components of Numeracy
 with Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an occasional 
paper published by the National Center for the Study of Adult Learning 
and Literacy.

For more information, and a short list of readings to prepare for the 
discussion please go to:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

or the short Web address:

http://tinyurl.com/yvo6hf

Please e-mail your questions for our numeracy guest experts 
to specialtopics at nifl.gov

Your colleagues who may wish to join this discussion can subscribe 
by going to:

http://www.nifl.gov/mailman/listinfo/specialtopics

After they complete a simple registration form (30 seconds) they 
will receive an email asking them to confirm that they wish to 
subscribe. They should Immediately reply to the email to complete their 
subscription. After the discussion ends they can unsubscribe from the same 
Web address, or stay on for the next discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

 

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to lwiener at llfinc.org
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to mary_jane_schmitt at terc.edu

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From davet at cae.edu.au  Tue Sep 18 09:48:41 2007
From: davet at cae.edu.au (Dave Tout)
Date: Tue, 18 Sep 2007 23:48:41 +1000
Subject: [SpecialTopics 668] FW: Re: International Discussion
	Endsand	Numeracy	Discussion Begins
References: <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-8525735A.00456EAD@terc.edu>
Message-ID: <D030C7908ACBEE47AB78EA019F05CFDD0128A435@cae02>

Hi from Down Under Louise, Mary Jane, Lynda, David and all,
 
I agree with much of what people have said to date about numeracy and math - and certainly find it amazing that Word et al's Spell checkers don't recognise numeracy yet (or still!). I too find the use of a range of manipulatives from blocks and fraction circles for demonstrating concepts through to dice etc for games through to measuring instruments and real life materials required for activities such as cooking and building a crucial part of effective teaching. 
 
A few comments - I will try to not rave on for too long, which I am capable of doing! Plus it's very late at night down here in Melbourne.
 
After many many years of working with adults it has been interesting over the last few years to re-enter working in secondary schools and colleges to work with (mainly) math teachers of disengaged youth. Plus I spent five years on the Council/Board of our State Math Teacher Association - I think many of them just thought I was a bit of a ratbag/oddball! It has really brought home to me how the normal and accepted way of teaching math is irrelevent and disenfranchising (and many other negative things) for so many "normal" or regular students who end up seeing math as something they cannot do, hate and don't want to engage with as adults. And their teachers don't actually know how to teach numeracy - they only know how to teach math. But the success stories I now hear with teachers engaging their 15-17 yo learners with numeracy instead of math brings tears to my eyes and gives me strength to keep pushing the numeracy barrow.
 
On another tack, I have now done enough work in different workplaces to realise that math IS used extensively in so many jobs - yet the common belief (including by so many math teachers or academics) is that we never use math in our daily lives - we need to teach formal maths to everyone at school just in case we ever become research scientists, engineers, statisticians, etc or dare I say it, math teachers! Some argue we (should) teach math for the beauty of it (or for the discipline?) - but for how many students is it beautiful!? But I now know, for example, that to lay asphalt on roads you need quite sophisticated and accurate math understanding, skills and abililities - but do we ever hear about what those skills are and that all students should be able to apply their math skills in such contexts? That's numeracy and it can be very rich and rewarding. I think we (and by that I mean the wider math and educaton feilds) need to promote how important and vital a broad and thorough understanding of math (and that includes algebra) is to EVERYONE's lives - it's not just for the rocket scientists. And hopefully some of the research that might come out of the ALLS data about the importance of numeracy vs literacy may give us ammunition along those lines too. And what about all the wonderful and rich math in sport and games. I really like Forman & Steen's little publication Beyond Eighth Grade as a sensible and constructive argument for teaching numeracy (or as they called it functional math) and how rich (and engaging) it can be. Read it if you haven't already.
 
So you can see I strongly believe numeracy as a concept/construct can be a key argument in how we might communicate and argue about how math can and should be taught so that it engages the majority of learners not just a priviledged few. 
 
And one little thing - I must admit I am not sure I endorse Mary Jane's statement that numeracy = mathematical literacy. To me the latter can mean an interest in the words and communication about math and not the DOING and UNDERSTANDING of the math. That's what numeracy is about - making meaning of math - building those bridges between math and the real world. I actually see myself as a math educator with numeracy being the vehicle by which I teach math. Similarly the Venn diagram can downplay the importance of numeracy - I stir the pot by drawing a Venn diagram with numeracy being a nice big circle and math being a circle smaller than numeracy with most of math being inside the numeracy circle!
 
I could also happily argue that young children also have a numeracy that they engage with in their lives - children don't come to school or pre-school as empty vessels - they too have a wealth of real life experiences with the real world. And in fact many primary school teachers succesfully link their math teaching to the real world and also don't have the fear that secondary school math teachers seem to have about using manipulatives.
 
Enough! I must head off to bed - I look forward to reading more over the rest of this week.
 
Cheers
 
Dave Tout
 

________________________________

From: specialtopics-bounces at nifl.gov on behalf of Mary Jane Schmitt
Sent: Tue 18/09/2007 22:38
To: specialtopics at nifl.gov
Subject: [SpecialTopics 667] Re: International Discussion Endsand Numeracy Discussion Begins

Hi Louise 

Yes, current versions of spell-check reject the word numeracy, even though its usage is becoming more common. When we used it in our papers, we generally meant adult numeracy. Early childhood numeracy* is different because numeracy does depend upon context - and age can be thought of as a contextual  and a cognitive factor. The math appropriate for a 3-year old to learn, understand, and be able to do is different for an adult. On the other hand, all age groups are included when being numerate is defined as having `the ability and inclination to use mathematics effectively in our lives--at home, at work, and in the community' (New Zealand Ministry of Education, 2001).   

As far as far as the relationship among mathematics, literacy, and numeracy, some  use a Venn diagram to illustrate numeracy as the intersection of mathematics and literacy - that might be a better analogy than a bridge between math and literacy. In fact, we see the term "mathematical literacy" to be synonymous with numeracy. 

* An aside, as we meant to focus on adult numeracy during this discussion:  There is a rich body of research on early numeracy development, even in infants. I am fascinated by studies that have shown 6-month olds to be aware of subtraction errors (as evidenced by extended gaze), or the idea that babies can subitize, (recognize small quantities without counting) .  Australia and New Zealand have early numeracy educational initiatives that are very interesting. I think Dave Tout and I stand corrected on the K-12 designation for "school math before reaching adulthood."  Even though many of the documents we referred to focused on K-12, we could have included pre-K. 

Take care, 
Mary Jane 

Mary Jane Schmitt 
TERC 
2067 Massachusetts Avenue 
Cambridge, MA  02140 
mary_jane_schmitt at terc.edu 
www.adultnumeracy at terc.edu 

Louise Wiener <lwiener at llfinc.org> 
Sent by: specialtopics-bounces at nifl.gov 

09/17/07 10:02 PM 
Please respond to
specialtopics at nifl.gov

To
<specialtopics at nifl.gov> 
cc
Subject
[SpecialTopics 663] Re: International Discussion Ends and        Numeracy        Discussion Begins	

		

Dear David,

I found the Tout and Schmitt chapter particularly invigorating and challenging and hope Dr. Schmitt might comment on two thoughts for starters.  

I was surprised at the frequent reference to K-12 with almost no reference to pre-K.  I first became familiar with the term numeracy in the context of Head Start standards. Is there research on numeracy in the early childhood field - or has the name alone been adopted?

I was struck, too, by the reference to numeracy as the bridge between mathematics and the real world. I see it  equally as the bridge between mathematics and literacy because  it captures (builds on?) the language and concepts of math as contrasted with the pure computation of math.

You will note that at least my spell-check rejects "numeracy" as a valid word.  Perhaps we should start by lobbying there!

Thank you, Louise 
-- 
Louise W. Wiener, Chairman of the Board
   Learning and Leadership in Families
   2701 12th Street NE
   Washington, DC 20018

   Mobile Phone: 301-213-6516
   Office Phone: 202-243-7783
   Website: www.LLFinc.org
   Email: lwiener at LLFinc.org

   United Way / CFC # 8981

 On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:

Special Topics Colleagues,

I want to thank our guests for the topic:  What International Literacy Programs Offer Programs in the U.S. : Brenda Bell, Pamela Civins, Dr. John Comings, Barbara Garner, Dr. Erik Jacobson, Juliet Merrifield, and Dr. Ujwala Samant. I know we have only scratched the surfaces of several issues here in this one short week, but the discussion has been tantalizing.  I also want to thank Oxfam for making the book Developing Adult Literacy: Approaches to planning, implementing and delivering literacy initiatives by Juliet Merrifield Juliet McCaffrey, and Juliet Millican available by download free for this discussion. It will be available in hard copy on September 30, 2007.

This marks the end of the international literacy discussion, for now at least. 

On Monday we will begin a new discussion on The Components of Numeracy with Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an occasional paper published by the National Center for the Study of Adult Learning and Literacy.

For more information, and a short list of readings to prepare for the discussion please go to:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html <http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html> 

or the short Web address:

http://tinyurl.com/yvo6hf <http://tinyurl.com/yvo6hf> 

Please e-mail your questions for our numeracy guest experts to specialtopics at nifl.gov

Your colleagues who may wish to join this discussion can subscribe by going to:

http://www.nifl.gov/mailman/listinfo/specialtopics <http://www.nifl.gov/mailman/listinfo/specialtopics> 

After they complete a simple registration form (30 seconds) they will receive an email asking them to confirm that they wish to subscribe. They should Immediately reply to the email to complete their subscription. After the discussion ends they can unsubscribe from the same Web address, or stay on for the next discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

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From MMaralit at NIFL.gov  Tue Sep 18 11:09:00 2007
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Tue, 18 Sep 2007 11:09:00 -0400
Subject: [SpecialTopics 669]  Sept. 28 Webcast: Registration OPEN
References: <0122B345-3693-4B80-99C2-AE93BDC64E31@comcast.net>
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B15382EB7@wdcrobe2m03.ed.gov>

>From Assessment to Practice: Research-Based Approaches to Teaching Reading
to Adults

Webcast to be held Friday September 28, 2007
	1:30 PM - 2:45 PM Eastern Time
	12:30 PM - 1:45 PM Central Time
	11:30 AM - 12:45 PM Mountain Time
	10:30 AM - 11:45 AM Pacific Time 

To register, go to:
http://www.nifl.gov/nifl/webcasts/assesspractice/webcast0928.html

The National Institute for Literacy is pleased to host a webcast titled From
Assessment to Practice: Research-Based Approaches to Teaching Reading to
Adults on Friday, September 28, 2007.  Join Dr. John Kruidenier, Dr.
Rosalind Davidson, and Ms. Susan McShane as they present a practical and
compelling rationale for the use of research-based principles for adult
reading instruction.  Viewers can participate by submitting questions to
panelist after the presentations.

Please feel free to pass along to others who may be interested in viewing
this webcast.

For more information on the National Institute for Literacy, go to :
http://www.nifl.gov or call 202-233-2025.

Regards,
Jo Maralit 
mmaralit at nifl.gov 

From tom_macdonald at terc.edu  Tue Sep 18 11:43:04 2007
From: tom_macdonald at terc.edu (Tom Macdonald)
Date: Tue, 18 Sep 2007 11:43:04 -0400
Subject: [SpecialTopics 670]  Numeracy and technological literacy
Message-ID: <OF61914F81.D55694A5-ON8525735A.0054848E-8525735A.005656E0@terc.edu>

In reading the materials suggested and threads emerging on this special 
topic discussion list, I 'd like to include a thread on "technological 
literacy" as an element of numeracy. It's a broad topic, but may 
specifically relate to "Components of Numeracy" p.17-19 (Content), and 
possibly to "Mathematics and Democracy":
 

We hear alot these days about "digital natives" - those young adults (and 
younger) who grew up with mouse in hand and eyes in the screen. While it' 
s sometimes hard to evaluate the "context" of computer and internet use by 
these natives (is it mindless entertainment,  or is it the development of 
a form of communications literacy), there is no question how 
whole-heartedly the engagement with the tools of technology has been...

Looking at the extraordinarily fast development and adoption of these 
technological tools by "digital natives" (and "digital immigrants" like 
me, and maybe you !!), I occasionally fantasize about a sudden outpouring 
of "numerate natives". What would that look like, and what would it mean? 
Would it be catching?

We've all got the gene in us. The observation Mary Jane makes is 
important: even in early infancy there is evidence of instinctual 
"numerosity" (a word not in the "Word" dictionary, but used - perhaps 
coined - by Keith Devlin.) That mathematics (in its many guises) has 
played as essential role as language in human development can at least be 
argued. We are not all linguists or mathematicians - in the specialized 
sense we have of those professions - but we are all innately attuned to 
language and number. 

Seymour Papert had a really good notion when he suggested that computers 
can offer the chance to learn to "speak math" not unlike learning to speak 
French, that is, through dialogue, exploration, hypothesis, trial and 
error, etc. And speaking math in this notion means being numerate in every 
sense of this word -- including, I think, appreciating and enjoying the 
nature of "everyday" mathematics. 

In fact, the Wikipedia offered (for a month or two in spring, 2006) a 
definition of the Greek adjective translated as "mathematical" as meaning 
"fond of learning." Experiences of learning around the world - in 
different cultures, in different economies, with differing opportunities 
and pedagogical approaches - may take the fun out of it; nevertheless, we 
are all learners all the time, and being fond of this might be one of the 
salient characteristics of the "numerate native"... 

In our Knowledge Society, information can fly almost at the speed of light 
to anywhere that's accessible. We are "awash" in data, and though it seems 
overwhelming, it may be possible to quantify all those 0s and 1s (weight?, 
mass?, energy?..). Nobody can lay claim to knowing it all anymore - it 
seems to have to do more with keeping tabs on as much as possible...or at 
least what's important.  And computers and computer-related 
telecommunications are the tools of the day. (Computers began as counters 
and census-takers, and creation of the spreadsheet played a large role in 
the popularization of the personal computer; they are essential tools for 
numeracy as well as for literacy).

"Data literacy" is a key element of numeracy in the 21st century since 
information is packaged increasingly in statistical form and often 
reported through visual representation. In the article "Math That 
Matters," Andee Rubin writes that "if [students] don't have the 
opportunity to develop statistical reasoning, they will not be equipped to 
use data to make important decisions in their everyday lives." 

In my fantasizing, I see "numerate natives" who recognize their innate 
mathematical abilities and who are able to understand and assess 
information collected and presented by others. Statistics in its various 
representations will become a familiar format for certain kinds of 
communication. Numerate natives will make make their own decisions about 
the information they need, and will be able to collect, analyze and 
represent the data they've identified as important. 

Gaining computer skills is a requisite in this process - but in the bigger 
scheme, it's simply an avenue toward becoming more overtly, confidently, 
and creatively numerate. 

"Numeracy is not just one among many subjects but an integral part of all 
subjects." (p.6, Mathematics and Democracy)
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From nonesuch at MALA.BC.CA  Tue Sep 18 12:38:14 2007
From: nonesuch at MALA.BC.CA (Kate Nonesuch)
Date: Tue, 18 Sep 2007 09:38:14 -0700
Subject: [SpecialTopics 671] Re: Components of Numeracy
In-Reply-To: <8728940CA8973249ABCFCF502B57BF2208A11E7C@exchange.billings.k12.mt.us>
Message-ID: <4DA696749F7F4B4F85E67688BF659E8204B070@sidney.capitan.mala.bc.ca>

Kathie, you mentioned developing a "system" to incorporate manipulatives
into the usual math work.  

 

I started by asking students to use manipulatives to demonstrate that
the answers they gave to questions in their usual book were correct.  I
started with the fractions section, and asked them to demonstrate every
question that we had the appropriate manipulatives for -halves,
quarters, eighths, sixteenths, thirds, sixths, twelfths, fifths, and
tenths.

 

I gave them a sheet that noted the numbers of the questions that
required demonstrations, with a blank line for me to initial when I had
seen the demonstration.  It is fairly quick for me to go around, check
the demonstrations, initial it and move on.  Students can set up several
demonstrations if they are waiting for me to get there.  AND, the big
thing-they always get the answer right by the time they have finished
setting up the demonstration, so I can ask them how they got it right,
rather than explaining what they did wrong and re-teaching.  Faster,
much faster, and so much more satisfying for both of us.

 

In following years, I discarded the usual book altogether, because
students didn't need that much practice when they did the
demonstrations, and I made a 10-page handout that asks for
demonstrations of fractions concepts and operations.  This handout,
along with some group work on concepts and algorithms, takes the place
of a 100-page section on fractions. 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
Sent: Monday, September 17, 2007 2:45 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 661] Re: Components of Numeracy

 

Actually, my hesitation is because I teach in an individualized setting.
When I run across a student that needs the hands-on approach, I find it
difficult to introduce manipulatives to just one student.  I do not have
a group of 2-4 students that are at the same spot.  

 

When I do take the time to introduce manipulatives to one student or a
group of students, the students not involved in the activity do not
receive my attention until I am done.

 

I would love to develop a system for this.

Kathie

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Myrna Manly
Sent: Monday, September 17, 2007 2:27 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 658] Re: Components of Numeracy

 

Kathie, 

Because you are interested in introducing manipulatives into the adult
classroom, I'm guessing that you know how powerful they can be in
helping students to recognize patterns and to see more than one way to
solve problems.  They help to make the transition from the concrete to
the symbolic reasoning that is so important in math.  But I also sense
that you are hesitant to use them with adults who may dismiss them as
being for children.

 

Perhaps this a good question to throw back to the list subscribers.
What has your experience been when you introduced manipulatives to your
adult classes?

 

Myrna

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
Sent: Sunday, September 16, 2007 2:49 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 652] Re: Components of Numeracy

 

I am interested in the use of manipulatives in the adult ed math
classroom.  How are manipulatives used?  How do you introduce
manipulatives to adults?  Do you use manipulatives in an individualized
setting?  What are your favorite manipulatives? 
Thanks,
Kathie
Billings, Montana

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From mjohn at kats.tec.ks.us  Tue Sep 18 12:52:05 2007
From: mjohn at kats.tec.ks.us (Mari John)
Date: Tue, 18 Sep 2007 11:52:05 -0500
Subject: [SpecialTopics 672] Re: SpecialTopics Digest, Vol 14,
	Issue 30 Adult Numeracy
In-Reply-To: <mailman.17.1190131203.19646.specialtopics@nifl.gov>
References: <mailman.17.1190131203.19646.specialtopics@nifl.gov>
Message-ID: <865A528E040AE54A995A45896AE96E7E0A9C2E7592@exchange.kats.tec.ks.us>

I started teaching from the TIAN materials (fractions, decimals and percents book) and they're wonderful.  One of my students said the visual number line and the "half of a half" concept for understanding one-fourth of a number has given her a new understanding of fractions.  She's very bright in reading and writing but has always struggled with math.  Others have also "religiously" used that number line to understand the concept of breaking down a whole number into fractions.  I taught from the data and graph and algebra book last year.   I heard similar comments:  "They never taught us this way when I was in school"!!

Mari John
Kansas

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of specialtopics-request at nifl.gov
Sent: Tuesday, September 18, 2007 11:00 AM
To: specialtopics at nifl.gov
Subject: SpecialTopics Digest, Vol 14, Issue 30

Send SpecialTopics mailing list submissions to
        specialtopics at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
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When replying, please edit your Subject line so it is more specific
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Today's Topics:

   1. [SpecialTopics 664] Re: Components of Numeracy/Manipulatives
      (Lynda Ginsburg)
   2. [SpecialTopics 665]  Components of Numeracy (David J. Rosen)
   3. [SpecialTopics 666] Re: Numeracy-Children vs. Adult
      (Lynda Ginsburg)
   4. [SpecialTopics 667] Re: International Discussion Ends     and
      Numeracy  Discussion Begins (Mary Jane Schmitt)

----------------------------------------------------------------------

Message: 1
Date: Mon, 17 Sep 2007 20:33:26 -0400 (EDT)
From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>
Subject: [SpecialTopics 664] Re: Components of Numeracy/Manipulatives
To: specialtopics at nifl.gov
Message-ID:
        <1155.68.84.41.133.1190075606.squirrel at webmail.rci.rutgers.edu>
Content-Type: text/plain;charset=iso-8859-1

Hi all,

I have used measuring tools, particularly rulers and tape measures, as
"concrete manipulatives" to help learners "see" fractions and decimals
(cm. rulers or tapes). The topic is ostensibly measurement, which
virtually every adult has found useful and worthwhile, and the need for
fractions or decimals is quite apparent. Equivalent fractions make sense
on a ruler, as do adding and subtracting fractions.

It has also been fun to have groups of learners design their ideal house
or apartment, draw it on graph paper to scale, and then make scale models
with cardboard. Lots of proportional reasoning, measurement, etc. People
have even built small cardboard furniture and brought in toy cars for the
driveway or street. Problem-based learning, collaboration, need to
communicate mathematically, and lots of math issues arise.

Lynda

Mary Wooten wrote:
> Manipulatives--
>
> I'm so glad someone is interested in manipulatives.  We actively use
> manipulatives in all our ABE/GED math classes to illustrate concrete and
> abstract concepts, concretely for students.  It is a way of illustrating
> a concept.  We have a wonderful response from students, in general.
>
> We use them both with small groups and individually.
>
> The key to acceptance with adults is modeling use of them and having
> them out and available in the classroom as a rule of thumb, not an
> exception.  We like the rolling plastic drawers to store them in so we
> can pull them around the room.
>
> We have obtained most of our manipulatives through the Summit Learning
> Company.  We have quite a few but ones we use most often are:
> Multiplication Wraps- great for abstracting times tables, Clock to show
> elapsed time,  large cardboard Thermometer - for positive and negative
> numbers; fraction tiles, dice, Pizza game- great for fractions with a
> group, decimal/fraction/ percent dominoes.
>
> Teachers do need to be trained on these and encouraged to use them.
>
>
>
>
>
>
>
> Mary S. Wooten  M.Ed.
>
> GED Coordinator
>
> Adult Basic Education
>
> Santa Fe Community College
>
> Santa Fe, NM 87508
>
> Phone  (505) 428-1329
>
>
>
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
> Sent: Sunday, September 16, 2007 4:49 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 652] Re: Components of Numeracy
>
>
>
> I am interested in the use of manipulatives in the adult ed math
> classroom.  How are manipulatives used?  How do you introduce
> manipulatives to adults?  Do you use manipulatives in an individualized
> setting?  What are your favorite manipulatives?
> Thanks,
> Kathie
> Billings, Montana
>
>
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
> Sent: Sun 9/16/2007 5:44 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 649]  Components of Numeracy
>
> Colleagues,
>
> Some of you have emailed me that you have been eagerly awaiting the
> discussion on the components of numeracy study.
>
> To get full benefit from the discussion this week you will need to
> prepare.  It won't take long.  You'll find links to the readings at:
>
> http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html
>
> or the short Web address:
>
> http://tinyurl.com/yvo6hf
>
>
> So far I have not received any questions from subscribers.  Please
> read the preparation documents and then e-malil your questions to me
> or to the list today.
>
> Thanks,
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ginsburg at rci.rutgers.edu

--
Lynda Ginsburg
Senior Research Associate, MetroMath
Rutgers University
tel: 732-445-1409

------------------------------

Message: 2
Date: Mon, 17 Sep 2007 22:12:42 -0400
From: "David J. Rosen" <djrosen at comcast.net>
Subject: [SpecialTopics 665]  Components of Numeracy
To: specialtopics at nifl.gov
Message-ID: <9EF504A9-BB0A-4873-A4D9-74B1EBE8D3FB at comcast.net>
Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;
        format=flowed

Colleagues,

I do hope our guest authors might address the three questions I posed
yesterday, and here are  three more:

4. One difference, that you point out in the study on page 15,
between how children and adults learn numeracy is ?The inclusion of
societal contexts in adult-focused frameworks stands in marked
contrast to the exclusion of such contexts in school-based
frameworks.?  Are there other differences?

5. I have been looking at some numeracy teaching/teacher training
videos, for example:

http://mlots.org (?Ratio and Proportion?)
http://www.teachersnetwork.org/media/index.cfm (?Real Math?)

Most of the videos I have found are focused on children; very few are
focused on adults; but the approaches are similar: getting teachers
comfortable in the language and use of numeracy thinking, organizing
classrooms so students are actively engaged in discovery of numeracy
concepts, and helping learners make those concepts and related skills
their own. What do you see as the similarities between how children
and adults ideally should learn numeracy?

6. On pages 16-17 of the study you describe a continuum of
contextualization and give examples of two very different word
problem learning activities, the opposite ends of the spectrum. The
first is a decontextualized opportunity to practice some recently-
taught skills ? an activity that is ?realistic?, not ?real?. The
second grows from a real-life context where students do not have
clues, other that the context of the problem itself, for what
numeracy is needed. I wonder if you have other examples along the
continuum that you could share.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

------------------------------

Message: 3
Date: Tue, 18 Sep 2007 00:19:38 -0400 (EDT)
From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>
Subject: [SpecialTopics 666] Re: Numeracy-Children vs. Adult
To: specialtopics at nifl.gov
Message-ID:
        <1381.68.84.41.133.1190089178.squirrel at webmail.rci.rutgers.edu>
Content-Type: text/plain;charset=iso-8859-1

Hi David et al,

I wanted to comment on some of the issues you raised about the differences
between children's and adults' experiences learning math/numeracy. To me,
one of the primary differences is the whole idea of learning math vs.
learning numeracy.

In school, children are generally learning math so that they can go on to
and be successful in higher levels of math. Children are full time
students; that's pretty much what they do. While there is an assumption
that the math children learn will be available for other, everyday
purposes, meeting those purposes (usually expected to be in the future) is
not generally the goal of school.  Thus, our statement about the exclusion
of societal contexts in school math. I know that's a gross generalization,
but I think it's often true. Just think about "word problems" that have
sometimes been promoted as "real world applications." Word problems are
virtually always contrived, pretty formulaic, and function as
computational examples with words, and usually aren't very
realistic/meaningful to the learner (When was the last time a teenager
really needed to figure out when the two trains would meet? For that
matter, when was the last time you needed to figure that out?). Most of us
noticed pretty quickly that the word problems following the pages on
multiplying fractions could all be solved by multiplying the fractions
between the words.

On the other hand, we have been thinking of "numeracy" as being integrally
connected with real world activity, continuously crossing the
school/everyday life chasm. Adult learners have one foot in the classroom
and the other in the outside world. They bring that world into the
classroom with their experiences, and they should be able to bring their
classroom-based learning out to their real lives. Tasks and problems in
real life are messy, call for judgements, estimations, and assumptions.
Math becomes a tool, not an end in itself.

Without getting into the whole "math wars" thing, the K-12 math reform
movement has tried to shift the emphasis of school math learning from a
focus on acquiring and mastering decontextualized computation skills to a
focus on developing conceptual understanding. To me, this is a shift
towards my vision of numeracy.

Getting back to your question about the teacher training videos that show
children exploring, talking about math concepts, struggling with making
meaning of the math -- I agree these are similar to what I would like to
see in adult ed classes. The few existing videos of adult ed math
instruction are also in this vein (from the TIAN/EMPower projects, from
NCAL's PDK, others?) Generally all these videos are from reform classes,
often from National Science Foundation curriculum projects. I think these
video tapes have been created from the need for teachers (K-12 & adult ed)
to be able to see what a different kind of instruction might look like,
especially since most teachers didn't experience this kind of schooling
themselves. [I know that this was the rationale behind "Captured Wisdom"
which focused on using technology in the classroom].

That said, I am sure there are also some videos out there promoting rote
learning of math facts, but we all already know what that looks like.

Sorry to be rambling,
Lynda

David J. Rosen wrote:
> Colleagues,
>
> I do hope our guest authors might address the three questions I posed
> yesterday, and here are  three more:
>
> 4. One difference, that you point out in the study on page 15,
> between how children and adults learn numeracy is ?The inclusion of
> societal contexts in adult-focused frameworks stands in marked
> contrast to the exclusion of such contexts in school-based
> frameworks.?  Are there other differences?
>
> 5. I have been looking at some numeracy teaching/teacher training
> videos, for example:
>
> http://mlots.org (?Ratio and Proportion?)
> http://www.teachersnetwork.org/media/index.cfm (?Real Math?)
>
> Most of the videos I have found are focused on children; very few are
> focused on adults; but the approaches are similar: getting teachers
> comfortable in the language and use of numeracy thinking, organizing
> classrooms so students are actively engaged in discovery of numeracy
> concepts, and helping learners make those concepts and related skills
> their own. What do you see as the similarities between how children
> and adults ideally should learn numeracy?
>
> 6. On pages 16-17 of the study you describe a continuum of
> contextualization and give examples of two very different word
> problem learning activities, the opposite ends of the spectrum. The
> first is a decontextualized opportunity to practice some recently-
> taught skills ? an activity that is ?realistic?, not ?real?. The
> second grows from a real-life context where students do not have
> clues, other that the context of the problem itself, for what
> numeracy is needed. I wonder if you have other examples along the
> continuum that you could share.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ginsburg at rci.rutgers.edu
>

--
Lynda Ginsburg
Senior Research Associate, MetroMath
Rutgers University
tel: 732-445-1409

------------------------------

Message: 4
Date: Tue, 18 Sep 2007 08:38:23 -0400
From: Mary Jane Schmitt <mary_jane_schmitt at terc.edu>
Subject: [SpecialTopics 667] Re: International Discussion Ends  and
        Numeracy        Discussion Begins
To: specialtopics at nifl.gov
Message-ID:
        <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-8525735A.00456EAD at terc.edu>
Content-Type: text/plain; charset="utf-8"

Hi Louise

Yes, current versions of spell-check reject the word numeracy, even though
its usage is becoming more common. When we used it in our papers, we
generally meant adult numeracy. Early childhood numeracy* is different
because numeracy does depend upon context - and age can be thought of as a
contextual  and a cognitive factor. The math appropriate for a 3-year old
to learn, understand, and be able to do is different for an adult. On the
other hand, all age groups are included when being numerate is defined as
having `the ability and inclination to use mathematics effectively in our
lives--at home, at work, and in the community' (New Zealand Ministry of
Education, 2001).

As far as far as the relationship among mathematics, literacy, and
numeracy, some  use a Venn diagram to illustrate numeracy as the
intersection of mathematics and literacy - that might be a better analogy
than a bridge between math and literacy. In fact, we see the term
"mathematical literacy" to be synonymous with numeracy.

* An aside, as we meant to focus on adult numeracy during this discussion:
 There is a rich body of research on early numeracy development, even in
infants. I am fascinated by studies that have shown 6-month olds to be
aware of subtraction errors (as evidenced by extended gaze), or the idea
that babies can subitize, (recognize small quantities without counting) .
Australia and New Zealand have early numeracy educational initiatives that
are very interesting. I think Dave Tout and I stand corrected on the K-12
designation for "school math before reaching adulthood."  Even though many
of the documents we referred to focused on K-12, we could have included
pre-K.

Take care,
Mary Jane

Mary Jane Schmitt
TERC
2067 Massachusetts Avenue
Cambridge, MA  02140
mary_jane_schmitt at terc.edu
www.adultnumeracy at terc.edu

Louise Wiener <lwiener at llfinc.org>
Sent by: specialtopics-bounces at nifl.gov
09/17/07 10:02 PM
Please respond to
specialtopics at nifl.gov

To
<specialtopics at nifl.gov>
cc

Subject
[SpecialTopics 663] Re: International Discussion Ends and       Numeracy
Discussion Begins

Dear David,

I found the Tout and Schmitt chapter particularly invigorating and
challenging and hope Dr. Schmitt might comment on two thoughts for
starters.

I was surprised at the frequent reference to K-12 with almost no reference
to pre-K.  I first became familiar with the term numeracy in the context
of Head Start standards. Is there research on numeracy in the early
childhood field ? or has the name alone been adopted?

I was struck, too, by the reference to numeracy as the bridge between
mathematics and the real world. I see it  equally as the bridge between
mathematics and literacy because  it captures (builds on?) the language
and concepts of math as contrasted with the pure computation of math.

You will note that at least my spell-check rejects ?numeracy? as a valid
word.  Perhaps we should start by lobbying there!

Thank you, Louise
--
Louise W. Wiener, Chairman of the Board
    Learning and Leadership in Families
    2701 12th Street NE
    Washington, DC 20018

    Mobile Phone: 301-213-6516
    Office Phone: 202-243-7783
    Website: www.LLFinc.org
    Email: lwiener at LLFinc.org

    United Way / CFC # 8981

  On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:

Special Topics Colleagues,

I want to thank our guests for the topic:  What International Literacy
Programs Offer Programs in the U.S. : Brenda Bell, Pamela Civins, Dr. John
Comings, Barbara Garner, Dr. Erik Jacobson, Juliet Merrifield, and Dr.
Ujwala Samant. I know we have only scratched the surfaces of several
issues here in this one short week, but the discussion has been
tantalizing.  I also want to thank Oxfam for making the book Developing
Adult Literacy: Approaches to planning, implementing and delivering
literacy initiatives by Juliet Merrifield Juliet McCaffrey, and Juliet
Millican available by download free for this discussion. It will be
available in hard copy on September 30, 2007.

This marks the end of the international literacy discussion, for now at
least.

On Monday we will begin a new discussion on The Components of Numeracy
 with Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an occasional
paper published by the National Center for the Study of Adult Learning
and Literacy.

For more information, and a short list of readings to prepare for the
discussion please go to:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

or the short Web address:

http://tinyurl.com/yvo6hf

Please e-mail your questions for our numeracy guest experts
to specialtopics at nifl.gov

Your colleagues who may wish to join this discussion can subscribe
by going to:

http://www.nifl.gov/mailman/listinfo/specialtopics

After they complete a simple registration form (30 seconds) they
will receive an email asking them to confirm that they wish to
subscribe. They should Immediately reply to the email to complete their
subscription. After the discussion ends they can unsubscribe from the same
Web address, or stay on for the next discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to lwiener at llfinc.org
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
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http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to mary_jane_schmitt at terc.edu

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End of SpecialTopics Digest, Vol 14, Issue 30
*********************************************

From marogers-princess at sbcglobal.net  Tue Sep 18 12:59:25 2007
From: marogers-princess at sbcglobal.net (Margaret Rogers)
Date: Tue, 18 Sep 2007 09:59:25 -0700
Subject: [SpecialTopics 673] Re: Components of Numeracy
In-Reply-To: <E1IXNCE-0002UN-KF@elasmtp-banded.atl.sa.earthlink.net>
Message-ID: <C31551FD.124B3%marogers-princess@sbcglobal.net>

Kathie and All,

I am delighted that we are having a discussion about using manipulatives in
the adult education classroom. I taught elementary school for 18 years and
have taught adults for 30. I cannot imagine teaching math to anyone without
manipulatives. So many adults in basic education classes, GED classes, and
even content classes such as Algebra can benefit from beginning with the
concrete and making the expected progress to the symbolic and then to the
abstract where we can see real mathematical thinking.

Years ago when I taught my first ABE classes, I immediately ordered
scissors, crayons, and rulers. Only the stock clerk seemed surprised and
teased me a little for that order. The students readily used the materials
when I distributed the crayons to color patterns, make bar graphs, and shade
shapes to find their areas. They were proud to put the finished graphs on
the wall or to make generalizations about the patterns.

My advice about manipulatives is that the success comes with the tone that
is set by the instructor. If the teacher simply expects that using
manipulatives will deepen mathematical understanding and is not shy about
explaining why they are helpful, the students will respect that position and
dive in. They will color, paste, stretch rubber bands on geoboards, find
mass using balance scales and anything else that is in the lesson design.

Margaret Rogers
President Elect
Adult Numeracy Network

On 9/17/07 1:27 PM, "Myrna Manly" <mmanly at earthlink.net> wrote:

> Kathy, 
> 
> Because you are interested in introducing manipulatives into the adult
> classroom, I?m guessing that you know how powerful they can be in helping
> students to recognize patterns and to see more than one way to solve problems.
> They help to make the transition from the concrete to the symbolic reasoning
> that is so important in math.  But I also sense that you are hesitant to use
> them with adults who may dismiss them as being for children.
> 
>  
> 
> Perhaps this a good question to throw back to the list subscribers.  What has
> your experience been when you introduced manipulatives to your adult classes?
> 
>  
> 
> Myrna
> 
>  
> 
> 
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of Kathie Daviau
> Sent: Sunday, September 16, 2007 2:49 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 652] Re: Components of Numeracy
> 
>  
> 
> I am interested in the use of manipulatives in the adult ed math classroom.
> How are manipulatives used?  How do you introduce manipulatives to adults?  Do
> you use manipulatives in an individualized setting?  What are your favorite
> manipulatives? 
> Thanks,
> Kathie
> Billings, Montana
> 
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to marogers-princess at sbcglobal.net

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From mmanly at earthlink.net  Tue Sep 18 14:02:03 2007
From: mmanly at earthlink.net (Myrna Manly)
Date: Tue, 18 Sep 2007 11:02:03 -0700
Subject: [SpecialTopics 674] Re: The Components of Numeracy study
In-Reply-To: <96C4AEA9-2B72-46A7-BCEC-5C79BA5BFC0E@comcast.net>
Message-ID: <E1IXhPj-0005ar-Oe@elasmtp-spurfowl.atl.sa.earthlink.net>

David and all,

 

This is to respond to David's question #3. 

(In the United States now, what is driving how math is taught and learned?
Is it student-defined contexts, as they present them to their teachers? Is
it curriculum frameworks? Or is it the standardized tests called for by the
NRS? Is it all the above? Can you give us an overview of where - in the
country - each of these "drivers" now has some sway?)

 

We see examples of each of these as we travel around the country, but I
can't remember seeing any reports on how prevalent each of them is.  Again,
I'd like to see what the list subscribers can tell us about what is driving
the math instruction in adult education in their area. Although it won't be
an unbiased survey, it will be interesting to learn more about this. Thanks
for asking the question.

 

Myrna 

 

 

 

 

 

 

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From sreid at workbase.org.nz  Tue Sep 18 14:10:34 2007
From: sreid at workbase.org.nz (Susan Reid)
Date: Wed, 19 Sep 2007 06:10:34 +1200
Subject: [SpecialTopics 675] Re: International Discussion
	Endsand	Numeracy	Discussion Begins
Message-ID: <14794889A1E3AF419042F64CC5425A1E3EABF0@secure.workbase.org.nz>

Hi Mary Jane - hope all is well with you - Dave is joining us in Auckland  next week for an adult literacy and numeracy conference that features lots of sessions about numeracy

The NZ early numeracy project that you refer to has been transferred almost directly into the adult numeracy sector. The teaching framework from the school sector which focuses on number strategies and knowledge is the basis for the Make Sense of Number Progression which is one of the Foundation Learning Progressions that make up the teaching and learning framework for the adult literacy and nuimeracy sector here 

here is a link to the draft progressions - big document - nearly 120 pages - the Make sense of number strand is at a different level and written in a different way fro the other numeracy strands which is a bit disconcerting at times for teachers and learners but you just have to work through that 

http://www.tec.govt.nz/upload/downloads/foundation_learning_progressions.pdf

there are some changes being made to some of the  strands and progressions but the number onei s likely to stay the same

there has been a big PD initiative in the adult sector around the number strand over the last 18 months which has been successful for teachers and learners but the research reports have not been published yet

kind regards 

Susan Reid 

Workbase New Zealand Centre for Workforce Literacy Development 

www.workbase.org.nz

www.nzliteracyportal.org.nz

 

Hi Louise 

Yes, current versions of spell-check reject the word numeracy, even though its usage is becoming more common. When we used it in our papers, we generally meant adult numeracy. Early childhood numeracy* is different because numeracy does depend upon context - and age can be thought of as a contextual  and a cognitive factor. The math appropriate for a 3-year old to learn, understand, and be able to do is different for an adult. On the other hand, all age groups are included when being numerate is defined as having `the ability and inclination to use mathematics effectively in our lives--at home, at work, and in the community' (New Zealand Ministry of Education, 2001).   

As far as far as the relationship among mathematics, literacy, and numeracy, some  use a Venn diagram to illustrate numeracy as the intersection of mathematics and literacy - that might be a better analogy than a bridge between math and literacy. In fact, we see the term "mathematical literacy" to be synonymous with numeracy. 

* An aside, as we meant to focus on adult numeracy during this discussion:  There is a rich body of research on early numeracy development, even in infants. I am fascinated by studies that have shown 6-month olds to be aware of subtraction errors (as evidenced by extended gaze), or the idea that babies can subitize, (recognize small quantities without counting) .  Australia and New Zealand have early numeracy educational initiatives that are very interesting. I think Dave Tout and I stand corrected on the K-12 designation for "school math before reaching adulthood."  Even though many of the documents we referred to focused on K-12, we could have included pre-K. 

Take care, 
Mary Jane 

Mary Jane Schmitt 
TERC 
2067 Massachusetts Avenue 
Cambridge, MA  02140 
mary_jane_schmitt at terc.edu 
www.adultnumeracy at terc.edu 

Louise Wiener <lwiener at llfinc.org> 
Sent by: specialtopics-bounces at nifl.gov 

09/17/07 10:02 PM 
Please respond to
specialtopics at nifl.gov

To
<specialtopics at nifl.gov> 
cc
Subject
[SpecialTopics 663] Re: International Discussion Ends and        Numeracy        Discussion Begins

	

Dear David,

I found the Tout and Schmitt chapter particularly invigorating and challenging and hope Dr. Schmitt might comment on two thoughts for starters.  

I was surprised at the frequent reference to K-12 with almost no reference to pre-K.  I first became familiar with the term numeracy in the context of Head Start standards. Is there research on numeracy in the early childhood field - or has the name alone been adopted?

I was struck, too, by the reference to numeracy as the bridge between mathematics and the real world. I see it  equally as the bridge between mathematics and literacy because  it captures (builds on?) the language and concepts of math as contrasted with the pure computation of math.

You will note that at least my spell-check rejects "numeracy" as a valid word.  Perhaps we should start by lobbying there!

Thank you, Louise 
-- 
Louise W. Wiener, Chairman of the Board
   Learning and Leadership in Families
   2701 12th Street NE
   Washington, DC 20018

   Mobile Phone: 301-213-6516
   Office Phone: 202-243-7783
   Website: www.LLFinc.org
   Email: lwiener at LLFinc.org

   United Way / CFC # 8981

 On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:

Special Topics Colleagues,

I want to thank our guests for the topic:  What International Literacy Programs Offer Programs in the U.S. : Brenda Bell, Pamela Civins, Dr. John Comings, Barbara Garner, Dr. Erik Jacobson, Juliet Merrifield, and Dr. Ujwala Samant. I know we have only scratched the surfaces of several issues here in this one short week, but the discussion has been tantalizing.  I also want to thank Oxfam for making the book Developing Adult Literacy: Approaches to planning, implementing and delivering literacy initiatives by Juliet Merrifield Juliet McCaffrey, and Juliet Millican available by download free for this discussion. It will be available in hard copy on September 30, 2007.

This marks the end of the international literacy discussion, for now at least. 

On Monday we will begin a new discussion on The Components of Numeracy with Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an occasional paper published by the National Center for the Study of Adult Learning and Literacy.

For more information, and a short list of readings to prepare for the discussion please go to:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html <http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html> 

or the short Web address:

http://tinyurl.com/yvo6hf <http://tinyurl.com/yvo6hf> 

Please e-mail your questions for our numeracy guest experts to specialtopics at nifl.gov

Your colleagues who may wish to join this discussion can subscribe by going to:

http://www.nifl.gov/mailman/listinfo/specialtopics <http://www.nifl.gov/mailman/listinfo/specialtopics> 

After they complete a simple registration form (30 seconds) they will receive an email asking them to confirm that they wish to subscribe. They should Immediately reply to the email to complete their subscription. After the discussion ends they can unsubscribe from the same Web address, or stay on for the next discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics <http://www.nifl.gov/mailman/listinfo/SpecialTopics> 
Email delivered to lwiener at llfinc.org 
-------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
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From VLichty at racc.edu  Tue Sep 18 14:25:36 2007
From: VLichty at racc.edu (Victoria Lichty)
Date: Tue, 18 Sep 2007 14:25:36 -0400
Subject: [SpecialTopics 676] Re: Components of Numeracy
References: <E1IXNCE-0002UN-KF@elasmtp-banded.atl.sa.earthlink.net>
Message-ID: <89164F7655F05D47A75868A35C37694B456119@mailsrv2.racc.edu>

Just one person, but there are adults who struggles with fractions until you introduce math maipulatives to them.  In my experience it helped them see the concept of equivalent fractions in lightening speed as compared to the endless repetition with written problems.
 
Victoria Lichty
Coordinator/ Move Up Program
Reading Area Community College
(610) 208-4635

________________________________

From: specialtopics-bounces at nifl.gov on behalf of Myrna Manly
Sent: Mon 9/17/2007 4:27 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 658] Re: Components of Numeracy

Kathy, 

Because you are interested in introducing manipulatives into the adult classroom, I'm guessing that you know how powerful they can be in helping students to recognize patterns and to see more than one way to solve problems.  They help to make the transition from the concrete to the symbolic reasoning that is so important in math.  But I also sense that you are hesitant to use them with adults who may dismiss them as being for children.

 

Perhaps this a good question to throw back to the list subscribers.  What has your experience been when you introduced manipulatives to your adult classes?

 

Myrna

 

________________________________

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
Sent: Sunday, September 16, 2007 2:49 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 652] Re: Components of Numeracy

 

I am interested in the use of manipulatives in the adult ed math classroom.  How are manipulatives used?  How do you introduce manipulatives to adults?  Do you use manipulatives in an individualized setting?  What are your favorite manipulatives? 
Thanks,
Kathie
Billings, Montana

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From mmanly at earthlink.net  Tue Sep 18 15:43:07 2007
From: mmanly at earthlink.net (Myrna Manly)
Date: Tue, 18 Sep 2007 12:43:07 -0700
Subject: [SpecialTopics 677] Re: The Components of Numeracy study
In-Reply-To: <50593.71.174.129.41.1190052885.squirrel@webmail4.pair.com>
Message-ID: <E1IXiz7-0002OK-1s@elasmtp-banded.atl.sa.earthlink.net>

Hi all,

Esther's comments and questions below tie in to David's first question about
the interaction of the three components that we describe in the paper.

	The little book (published in 2001) is available online at
http://www.maa.org/ql/mathanddemocracy.html  Esther's first question was
whether the quantitative literacy that it refers to is the same as what we
are calling numeracy.  I think that they are; in fact, many of the authors
use the word "numeracy" interchangeably with "quantitative literacy."
Looking at the lists of elements, expressions, and skills that describe
quantitative literacy in the book (pages 6-17), you will see that they are
similar to the tasks that we included as illustrations in our paper. They
start with the primacy of context, and follow with examples from various
contexts that require particular content knowledge and cognitive abilities.

	One of their examples is: Understanding the effects of compound
interest. It starts with a situation that is part of our lives (say, a
decision about saving), requires knowledge of how an exponential function
behaves (increasing slowly at first but rapidly later) and the inclination
and problem solving ability to apply the concept to the situation.  On page
29 of our paper we say that all three components are intertwined, always in
play during a numeracy activity.    

	Esther also asks about the implications that this idea of numeracy
has for pedagogy. "Is the call for numeracy in adult education a call for a
different pedagogy?" "Do you think that the pedagogy for adult numeracy
should change and if so, how?" 

The call for numeracy instruction certainly involves a call for a change in
pedagogy.  In our paper, we focused on identifying the fundamental elements
of numeracy but did discuss some implications for practice on pages 29-31.
What are your reactions to them?

Myrna 

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of eleonelli at bfit.edu
Sent: Monday, September 17, 2007 10:15 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 657] Re: The Components of Numeracy study

My question (or comment) has three parts:

(1)	Is adult numeracy the same as quantitative literacy as described in
"Mathematics and Democracy: The case for Quantitative Literacy"?

(2)	If it is, could you comment on the idea that the ABE curriculum and
pedagogy must change as suggested by Larry Cuban in his article,
"Encouraging Progressive Pedagogy,"  in the same text. He states:.[the]
call for numeracy is a call for a different, more salient pedagogy than
now exists.  (page 91)

(3)	Even if numeracy and quantitative literacy are not exactly the same,
do you think that the pedagogy for adult numeracy should change and if so,
how?

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to mmanly at earthlink.net

From kdowdy at austincc.edu  Tue Sep 18 16:50:02 2007
From: kdowdy at austincc.edu (kdowdy at austincc.edu)
Date: Tue, 18 Sep 2007 20:50:02 -0000
Subject: [SpecialTopics 678] Re: SpecialTopics Digest, Vol 14,
	Issue 30 Adult Numeracy
In-Reply-To: <865A528E040AE54A995A45896AE96E7E0A9C2E7592@exchange.kats.tec.ks.us>
References: <mailman.17.1190131203.19646.specialtopics@nifl.gov>,
	<mailman.17.1190131203.19646.specialtopics@nifl.gov>
Message-ID: <twig.1190148602.89962@austincc.edu>

Hi Mari,

I would love to know more about the TIAN materials.  Are they books, 
manipulatives, or a combination there of?  Also how might you go about 
ordering these materials?

Thanks so much,
Kathy Dowdy
Austin Community College-Adult Education

Mari John <mjohn at kats.tec.ks.us> said:

> I started teaching from the TIAN materials (fractions, decimals and 
percents book) and they're wonderful.  One of my students said the visual 
number line and the "half of a half" concept for understanding one-fourth of 
a number has given her a new understanding of fractions.  She's very bright 
in reading and writing but has always struggled with math.  Others have 
also "religiously" used that number line to understand the concept of 
breaking down a whole number into fractions.  I taught from the data and 
graph and algebra book last year.   I heard similar comments:  "They never 
taught us this way when I was in school"!!
> 
> Mari John
> Kansas
> 
> -----Original Message-----
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-
bounces at nifl.gov] On Behalf Of specialtopics-request at nifl.gov
> Sent: Tuesday, September 18, 2007 11:00 AM
> To: specialtopics at nifl.gov
> Subject: SpecialTopics Digest, Vol 14, Issue 30
> 
> Send SpecialTopics mailing list submissions to
>         specialtopics at nifl.gov
> 
> To subscribe or unsubscribe via the World Wide Web, visit
>         http://www.nifl.gov/mailman/listinfo/specialtopics
> or, via email, send a message with subject or body 'help' to
>         specialtopics-request at nifl.gov
> 
> You can reach the person managing the list at
>         specialtopics-owner at nifl.gov
> 
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of SpecialTopics digest..."
> 
> 
> Today's Topics:
> 
>    1. [SpecialTopics 664] Re: Components of Numeracy/Manipulatives
>       (Lynda Ginsburg)
>    2. [SpecialTopics 665]  Components of Numeracy (David J. Rosen)
>    3. [SpecialTopics 666] Re: Numeracy-Children vs. Adult
>       (Lynda Ginsburg)
>    4. [SpecialTopics 667] Re: International Discussion Ends     and
>       Numeracy  Discussion Begins (Mary Jane Schmitt)
> 
> 
> ----------------------------------------------------------------------
> 
> Message: 1
> Date: Mon, 17 Sep 2007 20:33:26 -0400 (EDT)
> From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>
> Subject: [SpecialTopics 664] Re: Components of Numeracy/Manipulatives
> To: specialtopics at nifl.gov
> Message-ID:
>         <1155.68.84.41.133.1190075606.squirrel at webmail.rci.rutgers.edu>
> Content-Type: text/plain;charset=iso-8859-1
> 
> Hi all,
> 
> I have used measuring tools, particularly rulers and tape measures, as
> "concrete manipulatives" to help learners "see" fractions and decimals
> (cm. rulers or tapes). The topic is ostensibly measurement, which
> virtually every adult has found useful and worthwhile, and the need for
> fractions or decimals is quite apparent. Equivalent fractions make sense
> on a ruler, as do adding and subtracting fractions.
> 
> It has also been fun to have groups of learners design their ideal house
> or apartment, draw it on graph paper to scale, and then make scale models
> with cardboard. Lots of proportional reasoning, measurement, etc. People
> have even built small cardboard furniture and brought in toy cars for the
> driveway or street. Problem-based learning, collaboration, need to
> communicate mathematically, and lots of math issues arise.
> 
> 
> Lynda
> 
> Mary Wooten wrote:
> > Manipulatives--
> >
> > I'm so glad someone is interested in manipulatives.  We actively use
> > manipulatives in all our ABE/GED math classes to illustrate concrete and
> > abstract concepts, concretely for students.  It is a way of illustrating
> > a concept.  We have a wonderful response from students, in general.
> >
> > We use them both with small groups and individually.
> >
> > The key to acceptance with adults is modeling use of them and having
> > them out and available in the classroom as a rule of thumb, not an
> > exception.  We like the rolling plastic drawers to store them in so we
> > can pull them around the room.
> >
> > We have obtained most of our manipulatives through the Summit Learning
> > Company.  We have quite a few but ones we use most often are:
> > Multiplication Wraps- great for abstracting times tables, Clock to show
> > elapsed time,  large cardboard Thermometer - for positive and negative
> > numbers; fraction tiles, dice, Pizza game- great for fractions with a
> > group, decimal/fraction/ percent dominoes.
> >
> > Teachers do need to be trained on these and encouraged to use them.
> >
> >
> >
> >
> >
> >
> >
> > Mary S. Wooten  M.Ed.
> >
> > GED Coordinator
> >
> > Adult Basic Education
> >
> > Santa Fe Community College
> >
> > Santa Fe, NM 87508
> >
> > Phone  (505) 428-1329
> >
> >
> >
> > -----Original Message-----
> > From: specialtopics-bounces at nifl.gov
> > [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
> > Sent: Sunday, September 16, 2007 4:49 PM
> > To: specialtopics at nifl.gov
> > Subject: [SpecialTopics 652] Re: Components of Numeracy
> >
> >
> >
> > I am interested in the use of manipulatives in the adult ed math
> > classroom.  How are manipulatives used?  How do you introduce
> > manipulatives to adults?  Do you use manipulatives in an individualized
> > setting?  What are your favorite manipulatives?
> > Thanks,
> > Kathie
> > Billings, Montana
> >
> >
> > -----Original Message-----
> > From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
> > Sent: Sun 9/16/2007 5:44 AM
> > To: specialtopics at nifl.gov
> > Subject: [SpecialTopics 649]  Components of Numeracy
> >
> > Colleagues,
> >
> > Some of you have emailed me that you have been eagerly awaiting the
> > discussion on the components of numeracy study.
> >
> > To get full benefit from the discussion this week you will need to
> > prepare.  It won't take long.  You'll find links to the readings at:
> >
> > http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html
> >
> > or the short Web address:
> >
> > http://tinyurl.com/yvo6hf
> >
> >
> > So far I have not received any questions from subscribers.  Please
> > read the preparation documents and then e-malil your questions to me
> > or to the list today.
> >
> > Thanks,
> >
> > David J. Rosen
> > Special Topics Discussion Moderator
> > djrosen at comcast.net
> >
> >
> >
> >
> >
> > -------------------------------
> > National Institute for Literacy
> > Special Topics mailing list
> > SpecialTopics at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > Email delivered to ginsburg at rci.rutgers.edu
> 
> 
> --
> Lynda Ginsburg
> Senior Research Associate, MetroMath
> Rutgers University
> tel: 732-445-1409
> 
> 
> ------------------------------
> 
> Message: 2
> Date: Mon, 17 Sep 2007 22:12:42 -0400
> From: "David J. Rosen" <djrosen at comcast.net>
> Subject: [SpecialTopics 665]  Components of Numeracy
> To: specialtopics at nifl.gov
> Message-ID: <9EF504A9-BB0A-4873-A4D9-74B1EBE8D3FB at comcast.net>
> Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;
>         format=flowed
> 
> Colleagues,
> 
> I do hope our guest authors might address the three questions I posed
> yesterday, and here are  three more:
> 
> 4. One difference, that you point out in the study on page 15,
> between how children and adults learn numeracy is ?The inclusion of
> societal contexts in adult-focused frameworks stands in marked
> contrast to the exclusion of such contexts in school-based
> frameworks.?  Are there other differences?
> 
> 5. I have been looking at some numeracy teaching/teacher training
> videos, for example:
> 
> http://mlots.org (?Ratio and Proportion?)
> http://www.teachersnetwork.org/media/index.cfm (?Real Math?)
> 
> Most of the videos I have found are focused on children; very few are
> focused on adults; but the approaches are similar: getting teachers
> comfortable in the language and use of numeracy thinking, organizing
> classrooms so students are actively engaged in discovery of numeracy
> concepts, and helping learners make those concepts and related skills
> their own. What do you see as the similarities between how children
> and adults ideally should learn numeracy?
> 
> 6. On pages 16-17 of the study you describe a continuum of
> contextualization and give examples of two very different word
> problem learning activities, the opposite ends of the spectrum. The
> first is a decontextualized opportunity to practice some recently-
> taught skills ? an activity that is ?realistic?, not ?real?. The
> second grows from a real-life context where students do not have
> clues, other that the context of the problem itself, for what
> numeracy is needed. I wonder if you have other examples along the
> continuum that you could share.
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> ------------------------------
> 
> Message: 3
> Date: Tue, 18 Sep 2007 00:19:38 -0400 (EDT)
> From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>
> Subject: [SpecialTopics 666] Re: Numeracy-Children vs. Adult
> To: specialtopics at nifl.gov
> Message-ID:
>         <1381.68.84.41.133.1190089178.squirrel at webmail.rci.rutgers.edu>
> Content-Type: text/plain;charset=iso-8859-1
> 
> Hi David et al,
> 
> I wanted to comment on some of the issues you raised about the differences
> between children's and adults' experiences learning math/numeracy. To me,
> one of the primary differences is the whole idea of learning math vs.
> learning numeracy.
> 
> In school, children are generally learning math so that they can go on to
> and be successful in higher levels of math. Children are full time
> students; that's pretty much what they do. While there is an assumption
> that the math children learn will be available for other, everyday
> purposes, meeting those purposes (usually expected to be in the future) is
> not generally the goal of school.  Thus, our statement about the exclusion
> of societal contexts in school math. I know that's a gross generalization,
> but I think it's often true. Just think about "word problems" that have
> sometimes been promoted as "real world applications." Word problems are
> virtually always contrived, pretty formulaic, and function as
> computational examples with words, and usually aren't very
> realistic/meaningful to the learner (When was the last time a teenager
> really needed to figure out when the two trains would meet? For that
> matter, when was the last time you needed to figure that out?). Most of us
> noticed pretty quickly that the word problems following the pages on
> multiplying fractions could all be solved by multiplying the fractions
> between the words.
> 
> On the other hand, we have been thinking of "numeracy" as being integrally
> connected with real world activity, continuously crossing the
> school/everyday life chasm. Adult learners have one foot in the classroom
> and the other in the outside world. They bring that world into the
> classroom with their experiences, and they should be able to bring their
> classroom-based learning out to their real lives. Tasks and problems in
> real life are messy, call for judgements, estimations, and assumptions.
> Math becomes a tool, not an end in itself.
> 
> Without getting into the whole "math wars" thing, the K-12 math reform
> movement has tried to shift the emphasis of school math learning from a
> focus on acquiring and mastering decontextualized computation skills to a
> focus on developing conceptual understanding. To me, this is a shift
> towards my vision of numeracy.
> 
> Getting back to your question about the teacher training videos that show
> children exploring, talking about math concepts, struggling with making
> meaning of the math -- I agree these are similar to what I would like to
> see in adult ed classes. The few existing videos of adult ed math
> instruction are also in this vein (from the TIAN/EMPower projects, from
> NCAL's PDK, others?) Generally all these videos are from reform classes,
> often from National Science Foundation curriculum projects. I think these
> video tapes have been created from the need for teachers (K-12 & adult ed)
> to be able to see what a different kind of instruction might look like,
> especially since most teachers didn't experience this kind of schooling
> themselves. [I know that this was the rationale behind "Captured Wisdom"
> which focused on using technology in the classroom].
> 
> That said, I am sure there are also some videos out there promoting rote
> learning of math facts, but we all already know what that looks like.
> 
> Sorry to be rambling,
> Lynda
> 
> 
> David J. Rosen wrote:
> > Colleagues,
> >
> > I do hope our guest authors might address the three questions I posed
> > yesterday, and here are  three more:
> >
> > 4. One difference, that you point out in the study on page 15,
> > between how children and adults learn numeracy is ?The inclusion of
> > societal contexts in adult-focused frameworks stands in marked
> > contrast to the exclusion of such contexts in school-based
> > frameworks.?  Are there other differences?
> >
> > 5. I have been looking at some numeracy teaching/teacher training
> > videos, for example:
> >
> > http://mlots.org (?Ratio and Proportion?)
> > http://www.teachersnetwork.org/media/index.cfm (?Real Math?)
> >
> > Most of the videos I have found are focused on children; very few are
> > focused on adults; but the approaches are similar: getting teachers
> > comfortable in the language and use of numeracy thinking, organizing
> > classrooms so students are actively engaged in discovery of numeracy
> > concepts, and helping learners make those concepts and related skills
> > their own. What do you see as the similarities between how children
> > and adults ideally should learn numeracy?
> >
> > 6. On pages 16-17 of the study you describe a continuum of
> > contextualization and give examples of two very different word
> > problem learning activities, the opposite ends of the spectrum. The
> > first is a decontextualized opportunity to practice some recently-
> > taught skills ? an activity that is ?realistic?, not ?real?. The
> > second grows from a real-life context where students do not have
> > clues, other that the context of the problem itself, for what
> > numeracy is needed. I wonder if you have other examples along the
> > continuum that you could share.
> >
> > David J. Rosen
> > Special Topics Discussion Moderator
> > djrosen at comcast.net
> >
> >
> > -------------------------------
> > National Institute for Literacy
> > Special Topics mailing list
> > SpecialTopics at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > Email delivered to ginsburg at rci.rutgers.edu
> >
> 
> 
> --
> Lynda Ginsburg
> Senior Research Associate, MetroMath
> Rutgers University
> tel: 732-445-1409
> 
> 
> ------------------------------
> 
> Message: 4
> Date: Tue, 18 Sep 2007 08:38:23 -0400
> From: Mary Jane Schmitt <mary_jane_schmitt at terc.edu>
> Subject: [SpecialTopics 667] Re: International Discussion Ends  and
>         Numeracy        Discussion Begins
> To: specialtopics at nifl.gov
> Message-ID:
>         <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-
8525735A.00456EAD at terc.edu>
> Content-Type: text/plain; charset="utf-8"
> 
> Hi Louise
> 
> Yes, current versions of spell-check reject the word numeracy, even though
> its usage is becoming more common. When we used it in our papers, we
> generally meant adult numeracy. Early childhood numeracy* is different
> because numeracy does depend upon context - and age can be thought of as a
> contextual  and a cognitive factor. The math appropriate for a 3-year old
> to learn, understand, and be able to do is different for an adult. On the
> other hand, all age groups are included when being numerate is defined as
> having `the ability and inclination to use mathematics effectively in our
> lives--at home, at work, and in the community' (New Zealand Ministry of
> Education, 2001).
> 
> As far as far as the relationship among mathematics, literacy, and
> numeracy, some  use a Venn diagram to illustrate numeracy as the
> intersection of mathematics and literacy - that might be a better analogy
> than a bridge between math and literacy. In fact, we see the term
> "mathematical literacy" to be synonymous with numeracy.
> 
> * An aside, as we meant to focus on adult numeracy during this discussion:
>  There is a rich body of research on early numeracy development, even in
> infants. I am fascinated by studies that have shown 6-month olds to be
> aware of subtraction errors (as evidenced by extended gaze), or the idea
> that babies can subitize, (recognize small quantities without counting) .
> Australia and New Zealand have early numeracy educational initiatives that
> are very interesting. I think Dave Tout and I stand corrected on the K-12
> designation for "school math before reaching adulthood."  Even though many
> of the documents we referred to focused on K-12, we could have included
> pre-K.
> 
> Take care,
> Mary Jane
> 
> 
> Mary Jane Schmitt
> TERC
> 2067 Massachusetts Avenue
> Cambridge, MA  02140
> mary_jane_schmitt at terc.edu
> www.adultnumeracy at terc.edu
> 
> 
> 
> 
> Louise Wiener <lwiener at llfinc.org>
> Sent by: specialtopics-bounces at nifl.gov
> 09/17/07 10:02 PM
> Please respond to
> specialtopics at nifl.gov
> 
> 
> To
> <specialtopics at nifl.gov>
> cc
> 
> Subject
> [SpecialTopics 663] Re: International Discussion Ends and       Numeracy
> Discussion Begins
> 
> 
> 
> 
> 
> 
> Dear David,
> 
> I found the Tout and Schmitt chapter particularly invigorating and
> challenging and hope Dr. Schmitt might comment on two thoughts for
> starters.
> 
> I was surprised at the frequent reference to K-12 with almost no reference
> to pre-K.  I first became familiar with the term numeracy in the context
> of Head Start standards. Is there research on numeracy in the early
> childhood field ? or has the name alone been adopted?
> 
> I was struck, too, by the reference to numeracy as the bridge between
> mathematics and the real world. I see it  equally as the bridge between
> mathematics and literacy because  it captures (builds on?) the language
> and concepts of math as contrasted with the pure computation of math.
> 
> You will note that at least my spell-check rejects ?numeracy? as a valid
> word.  Perhaps we should start by lobbying there!
> 
> Thank you, Louise
> --
> Louise W. Wiener, Chairman of the Board
>     Learning and Leadership in Families
>     2701 12th Street NE
>     Washington, DC 20018
> 
>     Mobile Phone: 301-213-6516
>     Office Phone: 202-243-7783
>     Website: www.LLFinc.org
>     Email: lwiener at LLFinc.org
> 
>     United Way / CFC # 8981
> 
> 
>   On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:
> 
> Special Topics Colleagues,
> 
> I want to thank our guests for the topic:  What International Literacy
> Programs Offer Programs in the U.S. : Brenda Bell, Pamela Civins, Dr. John
> Comings, Barbara Garner, Dr. Erik Jacobson, Juliet Merrifield, and Dr.
> Ujwala Samant. I know we have only scratched the surfaces of several
> issues here in this one short week, but the discussion has been
> tantalizing.  I also want to thank Oxfam for making the book Developing
> Adult Literacy: Approaches to planning, implementing and delivering
> literacy initiatives by Juliet Merrifield Juliet McCaffrey, and Juliet
> Millican available by download free for this discussion. It will be
> available in hard copy on September 30, 2007.
> 
> This marks the end of the international literacy discussion, for now at
> least.
> 
> On Monday we will begin a new discussion on The Components of Numeracy
>  with Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an occasional
> paper published by the National Center for the Study of Adult Learning
> and Literacy.
> 
> For more information, and a short list of readings to prepare for the
> discussion please go to:
> 
> http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html
> 
> or the short Web address:
> 
> http://tinyurl.com/yvo6hf
> 
> Please e-mail your questions for our numeracy guest experts
> to specialtopics at nifl.gov
> 
> Your colleagues who may wish to join this discussion can subscribe
> by going to:
> 
> http://www.nifl.gov/mailman/listinfo/specialtopics
> 
> After they complete a simple registration form (30 seconds) they
> will receive an email asking them to confirm that they wish to
> subscribe. They should Immediately reply to the email to complete their
> subscription. After the discussion ends they can unsubscribe from the same
> Web address, or stay on for the next discussion.
> 
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
> 
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to lwiener at llfinc.org
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to mary_jane_schmitt at terc.edu
> 
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> Special Topics mailing list
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> 
> End of SpecialTopics Digest, Vol 14, Issue 30
> *********************************************
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to kdowdy at austincc.edu
> 

-- 

From marty.lopinto at fuse.net  Tue Sep 18 16:52:58 2007
From: marty.lopinto at fuse.net (marty.lopinto at fuse.net)
Date: Tue, 18 Sep 2007 16:52:58 -0400
Subject: [SpecialTopics 679] Re: SpecialTopics Digest, Vol 14,
 Issue 30 Adult Numeracy
Message-ID: <15987050.1190148778509.JavaMail.root@wmvirt1>

I use the Empower Books also!  Great hands on exploratory lessons.
Go to www.peppercornbooks.com
Good Luck
They are worth spending the money on & they are reproducible!!!
Marty Lopinto
Great Oaks ABLE
Cincinnati, Ohio

--
Marty Lopinto

---- kdowdy at austincc.edu wrote: 
> Hi Mari,
> 
> I would love to know more about the TIAN materials.  Are they books, 
> manipulatives, or a combination there of?  Also how might you go about 
> ordering these materials?
> 
> Thanks so much,
> Kathy Dowdy
> Austin Community College-Adult Education
> 
> Mari John <mjohn at kats.tec.ks.us> said:
> 
> > I started teaching from the TIAN materials (fractions, decimals and 
> percents book) and they're wonderful.  One of my students said the visual 
> number line and the "half of a half" concept for understanding one-fourth of 
> a number has given her a new understanding of fractions.  She's very bright 
> in reading and writing but has always struggled with math.  Others have 
> also "religiously" used that number line to understand the concept of 
> breaking down a whole number into fractions.  I taught from the data and 
> graph and algebra book last year.   I heard similar comments:  "They never 
> taught us this way when I was in school"!!
> > 
> > Mari John
> > Kansas
> > 
> > -----Original Message-----
> > From: specialtopics-bounces at nifl.gov [mailto:specialtopics-
> bounces at nifl.gov] On Behalf Of specialtopics-request at nifl.gov
> > Sent: Tuesday, September 18, 2007 11:00 AM
> > To: specialtopics at nifl.gov
> > Subject: SpecialTopics Digest, Vol 14, Issue 30
> > 
> > Send SpecialTopics mailing list submissions to
> >         specialtopics at nifl.gov
> > 
> > To subscribe or unsubscribe via the World Wide Web, visit
> >         http://www.nifl.gov/mailman/listinfo/specialtopics
> > or, via email, send a message with subject or body 'help' to
> >         specialtopics-request at nifl.gov
> > 
> > You can reach the person managing the list at
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> > 
> > When replying, please edit your Subject line so it is more specific
> > than "Re: Contents of SpecialTopics digest..."
> > 
> > 
> > Today's Topics:
> > 
> >    1. [SpecialTopics 664] Re: Components of Numeracy/Manipulatives
> >       (Lynda Ginsburg)
> >    2. [SpecialTopics 665]  Components of Numeracy (David J. Rosen)
> >    3. [SpecialTopics 666] Re: Numeracy-Children vs. Adult
> >       (Lynda Ginsburg)
> >    4. [SpecialTopics 667] Re: International Discussion Ends     and
> >       Numeracy  Discussion Begins (Mary Jane Schmitt)
> > 
> > 
> > ----------------------------------------------------------------------
> > 
> > Message: 1
> > Date: Mon, 17 Sep 2007 20:33:26 -0400 (EDT)
> > From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>
> > Subject: [SpecialTopics 664] Re: Components of Numeracy/Manipulatives
> > To: specialtopics at nifl.gov
> > Message-ID:
> >         <1155.68.84.41.133.1190075606.squirrel at webmail.rci.rutgers.edu>
> > Content-Type: text/plain;charset=iso-8859-1
> > 
> > Hi all,
> > 
> > I have used measuring tools, particularly rulers and tape measures, as
> > "concrete manipulatives" to help learners "see" fractions and decimals
> > (cm. rulers or tapes). The topic is ostensibly measurement, which
> > virtually every adult has found useful and worthwhile, and the need for
> > fractions or decimals is quite apparent. Equivalent fractions make sense
> > on a ruler, as do adding and subtracting fractions.
> > 
> > It has also been fun to have groups of learners design their ideal house
> > or apartment, draw it on graph paper to scale, and then make scale models
> > with cardboard. Lots of proportional reasoning, measurement, etc. People
> > have even built small cardboard furniture and brought in toy cars for the
> > driveway or street. Problem-based learning, collaboration, need to
> > communicate mathematically, and lots of math issues arise.
> > 
> > 
> > Lynda
> > 
> > Mary Wooten wrote:
> > > Manipulatives--
> > >
> > > I'm so glad someone is interested in manipulatives.  We actively use
> > > manipulatives in all our ABE/GED math classes to illustrate concrete and
> > > abstract concepts, concretely for students.  It is a way of illustrating
> > > a concept.  We have a wonderful response from students, in general.
> > >
> > > We use them both with small groups and individually.
> > >
> > > The key to acceptance with adults is modeling use of them and having
> > > them out and available in the classroom as a rule of thumb, not an
> > > exception.  We like the rolling plastic drawers to store them in so we
> > > can pull them around the room.
> > >
> > > We have obtained most of our manipulatives through the Summit Learning
> > > Company.  We have quite a few but ones we use most often are:
> > > Multiplication Wraps- great for abstracting times tables, Clock to show
> > > elapsed time,  large cardboard Thermometer - for positive and negative
> > > numbers; fraction tiles, dice, Pizza game- great for fractions with a
> > > group, decimal/fraction/ percent dominoes.
> > >
> > > Teachers do need to be trained on these and encouraged to use them.
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > > Mary S. Wooten  M.Ed.
> > >
> > > GED Coordinator
> > >
> > > Adult Basic Education
> > >
> > > Santa Fe Community College
> > >
> > > Santa Fe, NM 87508
> > >
> > > Phone  (505) 428-1329
> > >
> > >
> > >
> > > -----Original Message-----
> > > From: specialtopics-bounces at nifl.gov
> > > [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
> > > Sent: Sunday, September 16, 2007 4:49 PM
> > > To: specialtopics at nifl.gov
> > > Subject: [SpecialTopics 652] Re: Components of Numeracy
> > >
> > >
> > >
> > > I am interested in the use of manipulatives in the adult ed math
> > > classroom.  How are manipulatives used?  How do you introduce
> > > manipulatives to adults?  Do you use manipulatives in an individualized
> > > setting?  What are your favorite manipulatives?
> > > Thanks,
> > > Kathie
> > > Billings, Montana
> > >
> > >
> > > -----Original Message-----
> > > From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
> > > Sent: Sun 9/16/2007 5:44 AM
> > > To: specialtopics at nifl.gov
> > > Subject: [SpecialTopics 649]  Components of Numeracy
> > >
> > > Colleagues,
> > >
> > > Some of you have emailed me that you have been eagerly awaiting the
> > > discussion on the components of numeracy study.
> > >
> > > To get full benefit from the discussion this week you will need to
> > > prepare.  It won't take long.  You'll find links to the readings at:
> > >
> > > http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html
> > >
> > > or the short Web address:
> > >
> > > http://tinyurl.com/yvo6hf
> > >
> > >
> > > So far I have not received any questions from subscribers.  Please
> > > read the preparation documents and then e-malil your questions to me
> > > or to the list today.
> > >
> > > Thanks,
> > >
> > > David J. Rosen
> > > Special Topics Discussion Moderator
> > > djrosen at comcast.net
> > >
> > >
> > >
> > >
> > >
> > > -------------------------------
> > > National Institute for Literacy
> > > Special Topics mailing list
> > > SpecialTopics at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to
> > > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > > Email delivered to ginsburg at rci.rutgers.edu
> > 
> > 
> > --
> > Lynda Ginsburg
> > Senior Research Associate, MetroMath
> > Rutgers University
> > tel: 732-445-1409
> > 
> > 
> > ------------------------------
> > 
> > Message: 2
> > Date: Mon, 17 Sep 2007 22:12:42 -0400
> > From: "David J. Rosen" <djrosen at comcast.net>
> > Subject: [SpecialTopics 665]  Components of Numeracy
> > To: specialtopics at nifl.gov
> > Message-ID: <9EF504A9-BB0A-4873-A4D9-74B1EBE8D3FB at comcast.net>
> > Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;
> >         format=flowed
> > 
> > Colleagues,
> > 
> > I do hope our guest authors might address the three questions I posed
> > yesterday, and here are  three more:
> > 
> > 4. One difference, that you point out in the study on page 15,
> > between how children and adults learn numeracy is ?The inclusion of
> > societal contexts in adult-focused frameworks stands in marked
> > contrast to the exclusion of such contexts in school-based
> > frameworks.?  Are there other differences?
> > 
> > 5. I have been looking at some numeracy teaching/teacher training
> > videos, for example:
> > 
> > http://mlots.org (?Ratio and Proportion?)
> > http://www.teachersnetwork.org/media/index.cfm (?Real Math?)
> > 
> > Most of the videos I have found are focused on children; very few are
> > focused on adults; but the approaches are similar: getting teachers
> > comfortable in the language and use of numeracy thinking, organizing
> > classrooms so students are actively engaged in discovery of numeracy
> > concepts, and helping learners make those concepts and related skills
> > their own. What do you see as the similarities between how children
> > and adults ideally should learn numeracy?
> > 
> > 6. On pages 16-17 of the study you describe a continuum of
> > contextualization and give examples of two very different word
> > problem learning activities, the opposite ends of the spectrum. The
> > first is a decontextualized opportunity to practice some recently-
> > taught skills ? an activity that is ?realistic?, not ?real?. The
> > second grows from a real-life context where students do not have
> > clues, other that the context of the problem itself, for what
> > numeracy is needed. I wonder if you have other examples along the
> > continuum that you could share.
> > 
> > David J. Rosen
> > Special Topics Discussion Moderator
> > djrosen at comcast.net
> > 
> > 
> > 
> > 
> > ------------------------------
> > 
> > Message: 3
> > Date: Tue, 18 Sep 2007 00:19:38 -0400 (EDT)
> > From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>
> > Subject: [SpecialTopics 666] Re: Numeracy-Children vs. Adult
> > To: specialtopics at nifl.gov
> > Message-ID:
> >         <1381.68.84.41.133.1190089178.squirrel at webmail.rci.rutgers.edu>
> > Content-Type: text/plain;charset=iso-8859-1
> > 
> > Hi David et al,
> > 
> > I wanted to comment on some of the issues you raised about the differences
> > between children's and adults' experiences learning math/numeracy. To me,
> > one of the primary differences is the whole idea of learning math vs.
> > learning numeracy.
> > 
> > In school, children are generally learning math so that they can go on to
> > and be successful in higher levels of math. Children are full time
> > students; that's pretty much what they do. While there is an assumption
> > that the math children learn will be available for other, everyday
> > purposes, meeting those purposes (usually expected to be in the future) is
> > not generally the goal of school.  Thus, our statement about the exclusion
> > of societal contexts in school math. I know that's a gross generalization,
> > but I think it's often true. Just think about "word problems" that have
> > sometimes been promoted as "real world applications." Word problems are
> > virtually always contrived, pretty formulaic, and function as
> > computational examples with words, and usually aren't very
> > realistic/meaningful to the learner (When was the last time a teenager
> > really needed to figure out when the two trains would meet? For that
> > matter, when was the last time you needed to figure that out?). Most of us
> > noticed pretty quickly that the word problems following the pages on
> > multiplying fractions could all be solved by multiplying the fractions
> > between the words.
> > 
> > On the other hand, we have been thinking of "numeracy" as being integrally
> > connected with real world activity, continuously crossing the
> > school/everyday life chasm. Adult learners have one foot in the classroom
> > and the other in the outside world. They bring that world into the
> > classroom with their experiences, and they should be able to bring their
> > classroom-based learning out to their real lives. Tasks and problems in
> > real life are messy, call for judgements, estimations, and assumptions.
> > Math becomes a tool, not an end in itself.
> > 
> > Without getting into the whole "math wars" thing, the K-12 math reform
> > movement has tried to shift the emphasis of school math learning from a
> > focus on acquiring and mastering decontextualized computation skills to a
> > focus on developing conceptual understanding. To me, this is a shift
> > towards my vision of numeracy.
> > 
> > Getting back to your question about the teacher training videos that show
> > children exploring, talking about math concepts, struggling with making
> > meaning of the math -- I agree these are similar to what I would like to
> > see in adult ed classes. The few existing videos of adult ed math
> > instruction are also in this vein (from the TIAN/EMPower projects, from
> > NCAL's PDK, others?) Generally all these videos are from reform classes,
> > often from National Science Foundation curriculum projects. I think these
> > video tapes have been created from the need for teachers (K-12 & adult ed)
> > to be able to see what a different kind of instruction might look like,
> > especially since most teachers didn't experience this kind of schooling
> > themselves. [I know that this was the rationale behind "Captured Wisdom"
> > which focused on using technology in the classroom].
> > 
> > That said, I am sure there are also some videos out there promoting rote
> > learning of math facts, but we all already know what that looks like.
> > 
> > Sorry to be rambling,
> > Lynda
> > 
> > 
> > David J. Rosen wrote:
> > > Colleagues,
> > >
> > > I do hope our guest authors might address the three questions I posed
> > > yesterday, and here are  three more:
> > >
> > > 4. One difference, that you point out in the study on page 15,
> > > between how children and adults learn numeracy is ?The inclusion of
> > > societal contexts in adult-focused frameworks stands in marked
> > > contrast to the exclusion of such contexts in school-based
> > > frameworks.?  Are there other differences?
> > >
> > > 5. I have been looking at some numeracy teaching/teacher training
> > > videos, for example:
> > >
> > > http://mlots.org (?Ratio and Proportion?)
> > > http://www.teachersnetwork.org/media/index.cfm (?Real Math?)
> > >
> > > Most of the videos I have found are focused on children; very few are
> > > focused on adults; but the approaches are similar: getting teachers
> > > comfortable in the language and use of numeracy thinking, organizing
> > > classrooms so students are actively engaged in discovery of numeracy
> > > concepts, and helping learners make those concepts and related skills
> > > their own. What do you see as the similarities between how children
> > > and adults ideally should learn numeracy?
> > >
> > > 6. On pages 16-17 of the study you describe a continuum of
> > > contextualization and give examples of two very different word
> > > problem learning activities, the opposite ends of the spectrum. The
> > > first is a decontextualized opportunity to practice some recently-
> > > taught skills ? an activity that is ?realistic?, not ?real?. The
> > > second grows from a real-life context where students do not have
> > > clues, other that the context of the problem itself, for what
> > > numeracy is needed. I wonder if you have other examples along the
> > > continuum that you could share.
> > >
> > > David J. Rosen
> > > Special Topics Discussion Moderator
> > > djrosen at comcast.net
> > >
> > >
> > > -------------------------------
> > > National Institute for Literacy
> > > Special Topics mailing list
> > > SpecialTopics at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to
> > > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > > Email delivered to ginsburg at rci.rutgers.edu
> > >
> > 
> > 
> > --
> > Lynda Ginsburg
> > Senior Research Associate, MetroMath
> > Rutgers University
> > tel: 732-445-1409
> > 
> > 
> > ------------------------------
> > 
> > Message: 4
> > Date: Tue, 18 Sep 2007 08:38:23 -0400
> > From: Mary Jane Schmitt <mary_jane_schmitt at terc.edu>
> > Subject: [SpecialTopics 667] Re: International Discussion Ends  and
> >         Numeracy        Discussion Begins
> > To: specialtopics at nifl.gov
> > Message-ID:
> >         <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-
> 8525735A.00456EAD at terc.edu>
> > Content-Type: text/plain; charset="utf-8"
> > 
> > Hi Louise
> > 
> > Yes, current versions of spell-check reject the word numeracy, even though
> > its usage is becoming more common. When we used it in our papers, we
> > generally meant adult numeracy. Early childhood numeracy* is different
> > because numeracy does depend upon context - and age can be thought of as a
> > contextual  and a cognitive factor. The math appropriate for a 3-year old
> > to learn, understand, and be able to do is different for an adult. On the
> > other hand, all age groups are included when being numerate is defined as
> > having `the ability and inclination to use mathematics effectively in our
> > lives--at home, at work, and in the community' (New Zealand Ministry of
> > Education, 2001).
> > 
> > As far as far as the relationship among mathematics, literacy, and
> > numeracy, some  use a Venn diagram to illustrate numeracy as the
> > intersection of mathematics and literacy - that might be a better analogy
> > than a bridge between math and literacy. In fact, we see the term
> > "mathematical literacy" to be synonymous with numeracy.
> > 
> > * An aside, as we meant to focus on adult numeracy during this discussion:
> >  There is a rich body of research on early numeracy development, even in
> > infants. I am fascinated by studies that have shown 6-month olds to be
> > aware of subtraction errors (as evidenced by extended gaze), or the idea
> > that babies can subitize, (recognize small quantities without counting) .
> > Australia and New Zealand have early numeracy educational initiatives that
> > are very interesting. I think Dave Tout and I stand corrected on the K-12
> > designation for "school math before reaching adulthood."  Even though many
> > of the documents we referred to focused on K-12, we could have included
> > pre-K.
> > 
> > Take care,
> > Mary Jane
> > 
> > 
> > Mary Jane Schmitt
> > TERC
> > 2067 Massachusetts Avenue
> > Cambridge, MA  02140
> > mary_jane_schmitt at terc.edu
> > www.adultnumeracy at terc.edu
> > 
> > 
> > 
> > 
> > Louise Wiener <lwiener at llfinc.org>
> > Sent by: specialtopics-bounces at nifl.gov
> > 09/17/07 10:02 PM
> > Please respond to
> > specialtopics at nifl.gov
> > 
> > 
> > To
> > <specialtopics at nifl.gov>
> > cc
> > 
> > Subject
> > [SpecialTopics 663] Re: International Discussion Ends and       Numeracy
> > Discussion Begins
> > 
> > 
> > 
> > 
> > 
> > 
> > Dear David,
> > 
> > I found the Tout and Schmitt chapter particularly invigorating and
> > challenging and hope Dr. Schmitt might comment on two thoughts for
> > starters.
> > 
> > I was surprised at the frequent reference to K-12 with almost no reference
> > to pre-K.  I first became familiar with the term numeracy in the context
> > of Head Start standards. Is there research on numeracy in the early
> > childhood field ? or has the name alone been adopted?
> > 
> > I was struck, too, by the reference to numeracy as the bridge between
> > mathematics and the real world. I see it  equally as the bridge between
> > mathematics and literacy because  it captures (builds on?) the language
> > and concepts of math as contrasted with the pure computation of math.
> > 
> > You will note that at least my spell-check rejects ?numeracy? as a valid
> > word.  Perhaps we should start by lobbying there!
> > 
> > Thank you, Louise
> > --
> > Louise W. Wiener, Chairman of the Board
> >     Learning and Leadership in Families
> >     2701 12th Street NE
> >     Washington, DC 20018
> > 
> >     Mobile Phone: 301-213-6516
> >     Office Phone: 202-243-7783
> >     Website: www.LLFinc.org
> >     Email: lwiener at LLFinc.org
> > 
> >     United Way / CFC # 8981
> > 
> > 
> >   On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:
> > 
> > Special Topics Colleagues,
> > 
> > I want to thank our guests for the topic:  What International Literacy
> > Programs Offer Programs in the U.S. : Brenda Bell, Pamela Civins, Dr. John
> > Comings, Barbara Garner, Dr. Erik Jacobson, Juliet Merrifield, and Dr.
> > Ujwala Samant. I know we have only scratched the surfaces of several
> > issues here in this one short week, but the discussion has been
> > tantalizing.  I also want to thank Oxfam for making the book Developing
> > Adult Literacy: Approaches to planning, implementing and delivering
> > literacy initiatives by Juliet Merrifield Juliet McCaffrey, and Juliet
> > Millican available by download free for this discussion. It will be
> > available in hard copy on September 30, 2007.
> > 
> > This marks the end of the international literacy discussion, for now at
> > least.
> > 
> > On Monday we will begin a new discussion on The Components of Numeracy
> >  with Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an occasional
> > paper published by the National Center for the Study of Adult Learning
> > and Literacy.
> > 
> > For more information, and a short list of readings to prepare for the
> > discussion please go to:
> > 
> > http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html
> > 
> > or the short Web address:
> > 
> > http://tinyurl.com/yvo6hf
> > 
> > Please e-mail your questions for our numeracy guest experts
> > to specialtopics at nifl.gov
> > 
> > Your colleagues who may wish to join this discussion can subscribe
> > by going to:
> > 
> > http://www.nifl.gov/mailman/listinfo/specialtopics
> > 
> > After they complete a simple registration form (30 seconds) they
> > will receive an email asking them to confirm that they wish to
> > subscribe. They should Immediately reply to the email to complete their
> > subscription. After the discussion ends they can unsubscribe from the same
> > Web address, or stay on for the next discussion.
> > 
> > David J. Rosen
> > Special Topics Discussion Moderator
> > djrosen at comcast.net
> > 
> > 
> > 
> > 
> > 
> > -------------------------------
> > National Institute for Literacy
> > Special Topics mailing list
> > SpecialTopics at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > Email delivered to lwiener at llfinc.org
> > -------------------------------
> > National Institute for Literacy
> > Special Topics mailing list
> > SpecialTopics at nifl.gov
> > To unsubscribe or change your subscription settings, please go to
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > Email delivered to mary_jane_schmitt at terc.edu
> > 
> > -------------- next part --------------
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> > 
> > ------------------------------
> > 
> > -------------------------------
> > National Institute for Literacy
> > Special Topics mailing list
> > SpecialTopics at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > 
> > End of SpecialTopics Digest, Vol 14, Issue 30
> > *********************************************
> > -------------------------------
> > National Institute for Literacy
> > Special Topics mailing list
> > SpecialTopics at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > Email delivered to kdowdy at austincc.edu
> > 
> 
> 
> 
> -- 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to marty.lopinto at fuse.net

From marogers-princess at sbcglobal.net  Tue Sep 18 17:00:03 2007
From: marogers-princess at sbcglobal.net (Margaret Rogers)
Date: Tue, 18 Sep 2007 14:00:03 -0700
Subject: [SpecialTopics 680] Re: Components of Numeracy
In-Reply-To: <4DA696749F7F4B4F85E67688BF659E8204B070@sidney.capitan.mala.bc.ca>
Message-ID: <C3158A63.124F4%marogers-princess@sbcglobal.net>

Hi, Kate,
I don?t know if we can post to this discussion, but I would love to have a
copy of that 10 page handout that has the students demonstrate an
understanding of fractions through manipulatives.
Margaret Rogers

On 9/18/07 9:38 AM, "Kate Nonesuch" <nonesuch at MALA.BC.CA> wrote:

> Kathie, you mentioned developing a ?system? to incorporate manipulatives into
> the usual math work.
> 
>  
> 
> I started by asking students to use manipulatives to demonstrate that the
> answers they gave to questions in their usual book were correct.  I started
> with the fractions section, and asked them to demonstrate every question that
> we had the appropriate manipulatives for ?halves, quarters, eighths,
> sixteenths, thirds, sixths, twelfths, fifths, and tenths.
> 
>  
> 
> I gave them a sheet that noted the numbers of the questions that required
> demonstrations, with a blank line for me to initial when I had seen the
> demonstration.  It is fairly quick for me to go around, check the
> demonstrations, initial it and move on.  Students can set up several
> demonstrations if they are waiting for me to get there.  AND, the big
> thing?they always get the answer right by the time they have finished setting
> up the demonstration, so I can ask them how they got it right, rather than
> explaining what they did wrong and re-teaching.  Faster, much faster, and so
> much more satisfying for both of us.
> 
>  
> 
> In following years, I discarded the usual book altogether, because students
> didn?t need that much practice when they did the demonstrations, and I made a
> 10-page handout that asks for demonstrations of fractions concepts and
> operations.  This handout, along with some group work on concepts and
> algorithms, takes the place of a 100-page section on fractions.
> 
> 
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of Kathie Daviau
> Sent: Monday, September 17, 2007 2:45 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 661] Re: Components of Numeracy
> 
>  
> 
> Actually, my hesitation is because I teach in an individualized setting.  When
> I run across a student that needs the hands-on approach, I find it difficult
> to introduce manipulatives to just one student.  I do not have a group of 2-4
> students that are at the same spot.
> 
>  
> 
> When I do take the time to introduce manipulatives to one student or a group
> of students, the students not involved in the activity do not receive my
> attention until I am done.
> 
>  
> 
> I would love to develop a system for this.
> 
> Kathie
> 
>  
> 
> 
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of Myrna Manly
> Sent: Monday, September 17, 2007 2:27 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 658] Re: Components of Numeracy
> 
>  
> 
> Kathie, 
> 
> Because you are interested in introducing manipulatives into the adult
> classroom, I?m guessing that you know how powerful they can be in helping
> students to recognize patterns and to see more than one way to solve problems.
> They help to make the transition from the concrete to the symbolic reasoning
> that is so important in math.  But I also sense that you are hesitant to use
> them with adults who may dismiss them as being for children.
> 
>  
> 
> Perhaps this a good question to throw back to the list subscribers.  What has
> your experience been when you introduced manipulatives to your adult classes?
> 
>  
> 
> Myrna
> 
>  
> 
> 
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of Kathie Daviau
> Sent: Sunday, September 16, 2007 2:49 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 652] Re: Components of Numeracy
> 
>  
> 
> I am interested in the use of manipulatives in the adult ed math classroom.
> How are manipulatives used?  How do you introduce manipulatives to adults?  Do
> you use manipulatives in an individualized setting?  What are your favorite
> manipulatives? 
> Thanks,
> Kathie
> Billings, Montana
> 
> 
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to marogers-princess at sbcglobal.net

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From marty.lopinto at fuse.net  Tue Sep 18 17:13:54 2007
From: marty.lopinto at fuse.net (marty.lopinto at fuse.net)
Date: Tue, 18 Sep 2007 17:13:54 -0400
Subject: [SpecialTopics 681] Re: SpecialTopics Digest, Vol 14,
 Issue 30 Adult Numeracy
Message-ID: <30937367.1190150034056.JavaMail.root@wmvirt1>

You can also find them at 
www.keypress.com
Marty Lopinto

--
Marty Lopinto

---- marty.lopinto at fuse.net wrote: 
> 
> I use the Empower Books also!  Great hands on exploratory lessons.
> Go to www.peppercornbooks.com
> Good Luck
> They are worth spending the money on & they are reproducible!!!
> Marty Lopinto
> Great Oaks ABLE
> Cincinnati, Ohio
> 
> --
> Marty Lopinto
> 
> ---- kdowdy at austincc.edu wrote: 
> > Hi Mari,
> > 
> > I would love to know more about the TIAN materials.  Are they books, 
> > manipulatives, or a combination there of?  Also how might you go about 
> > ordering these materials?
> > 
> > Thanks so much,
> > Kathy Dowdy
> > Austin Community College-Adult Education
> > 
> > Mari John <mjohn at kats.tec.ks.us> said:
> > 
> > > I started teaching from the TIAN materials (fractions, decimals and 
> > percents book) and they're wonderful.  One of my students said the visual 
> > number line and the "half of a half" concept for understanding one-fourth of 
> > a number has given her a new understanding of fractions.  She's very bright 
> > in reading and writing but has always struggled with math.  Others have 
> > also "religiously" used that number line to understand the concept of 
> > breaking down a whole number into fractions.  I taught from the data and 
> > graph and algebra book last year.   I heard similar comments:  "They never 
> > taught us this way when I was in school"!!
> > > 
> > > Mari John
> > > Kansas
> > > 
> > > -----Original Message-----
> > > From: specialtopics-bounces at nifl.gov [mailto:specialtopics-
> > bounces at nifl.gov] On Behalf Of specialtopics-request at nifl.gov
> > > Sent: Tuesday, September 18, 2007 11:00 AM
> > > To: specialtopics at nifl.gov
> > > Subject: SpecialTopics Digest, Vol 14, Issue 30
> > > 
> > > Send SpecialTopics mailing list submissions to
> > >         specialtopics at nifl.gov
> > > 
> > > To subscribe or unsubscribe via the World Wide Web, visit
> > >         http://www.nifl.gov/mailman/listinfo/specialtopics
> > > or, via email, send a message with subject or body 'help' to
> > >         specialtopics-request at nifl.gov
> > > 
> > > You can reach the person managing the list at
> > >         specialtopics-owner at nifl.gov
> > > 
> > > When replying, please edit your Subject line so it is more specific
> > > than "Re: Contents of SpecialTopics digest..."
> > > 
> > > 
> > > Today's Topics:
> > > 
> > >    1. [SpecialTopics 664] Re: Components of Numeracy/Manipulatives
> > >       (Lynda Ginsburg)
> > >    2. [SpecialTopics 665]  Components of Numeracy (David J. Rosen)
> > >    3. [SpecialTopics 666] Re: Numeracy-Children vs. Adult
> > >       (Lynda Ginsburg)
> > >    4. [SpecialTopics 667] Re: International Discussion Ends     and
> > >       Numeracy  Discussion Begins (Mary Jane Schmitt)
> > > 
> > > 
> > > ----------------------------------------------------------------------
> > > 
> > > Message: 1
> > > Date: Mon, 17 Sep 2007 20:33:26 -0400 (EDT)
> > > From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>
> > > Subject: [SpecialTopics 664] Re: Components of Numeracy/Manipulatives
> > > To: specialtopics at nifl.gov
> > > Message-ID:
> > >         <1155.68.84.41.133.1190075606.squirrel at webmail.rci.rutgers.edu>
> > > Content-Type: text/plain;charset=iso-8859-1
> > > 
> > > Hi all,
> > > 
> > > I have used measuring tools, particularly rulers and tape measures, as
> > > "concrete manipulatives" to help learners "see" fractions and decimals
> > > (cm. rulers or tapes). The topic is ostensibly measurement, which
> > > virtually every adult has found useful and worthwhile, and the need for
> > > fractions or decimals is quite apparent. Equivalent fractions make sense
> > > on a ruler, as do adding and subtracting fractions.
> > > 
> > > It has also been fun to have groups of learners design their ideal house
> > > or apartment, draw it on graph paper to scale, and then make scale models
> > > with cardboard. Lots of proportional reasoning, measurement, etc. People
> > > have even built small cardboard furniture and brought in toy cars for the
> > > driveway or street. Problem-based learning, collaboration, need to
> > > communicate mathematically, and lots of math issues arise.
> > > 
> > > 
> > > Lynda
> > > 
> > > Mary Wooten wrote:
> > > > Manipulatives--
> > > >
> > > > I'm so glad someone is interested in manipulatives.  We actively use
> > > > manipulatives in all our ABE/GED math classes to illustrate concrete and
> > > > abstract concepts, concretely for students.  It is a way of illustrating
> > > > a concept.  We have a wonderful response from students, in general.
> > > >
> > > > We use them both with small groups and individually.
> > > >
> > > > The key to acceptance with adults is modeling use of them and having
> > > > them out and available in the classroom as a rule of thumb, not an
> > > > exception.  We like the rolling plastic drawers to store them in so we
> > > > can pull them around the room.
> > > >
> > > > We have obtained most of our manipulatives through the Summit Learning
> > > > Company.  We have quite a few but ones we use most often are:
> > > > Multiplication Wraps- great for abstracting times tables, Clock to show
> > > > elapsed time,  large cardboard Thermometer - for positive and negative
> > > > numbers; fraction tiles, dice, Pizza game- great for fractions with a
> > > > group, decimal/fraction/ percent dominoes.
> > > >
> > > > Teachers do need to be trained on these and encouraged to use them.
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > > Mary S. Wooten  M.Ed.
> > > >
> > > > GED Coordinator
> > > >
> > > > Adult Basic Education
> > > >
> > > > Santa Fe Community College
> > > >
> > > > Santa Fe, NM 87508
> > > >
> > > > Phone  (505) 428-1329
> > > >
> > > >
> > > >
> > > > -----Original Message-----
> > > > From: specialtopics-bounces at nifl.gov
> > > > [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
> > > > Sent: Sunday, September 16, 2007 4:49 PM
> > > > To: specialtopics at nifl.gov
> > > > Subject: [SpecialTopics 652] Re: Components of Numeracy
> > > >
> > > >
> > > >
> > > > I am interested in the use of manipulatives in the adult ed math
> > > > classroom.  How are manipulatives used?  How do you introduce
> > > > manipulatives to adults?  Do you use manipulatives in an individualized
> > > > setting?  What are your favorite manipulatives?
> > > > Thanks,
> > > > Kathie
> > > > Billings, Montana
> > > >
> > > >
> > > > -----Original Message-----
> > > > From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
> > > > Sent: Sun 9/16/2007 5:44 AM
> > > > To: specialtopics at nifl.gov
> > > > Subject: [SpecialTopics 649]  Components of Numeracy
> > > >
> > > > Colleagues,
> > > >
> > > > Some of you have emailed me that you have been eagerly awaiting the
> > > > discussion on the components of numeracy study.
> > > >
> > > > To get full benefit from the discussion this week you will need to
> > > > prepare.  It won't take long.  You'll find links to the readings at:
> > > >
> > > > http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html
> > > >
> > > > or the short Web address:
> > > >
> > > > http://tinyurl.com/yvo6hf
> > > >
> > > >
> > > > So far I have not received any questions from subscribers.  Please
> > > > read the preparation documents and then e-malil your questions to me
> > > > or to the list today.
> > > >
> > > > Thanks,
> > > >
> > > > David J. Rosen
> > > > Special Topics Discussion Moderator
> > > > djrosen at comcast.net
> > > >
> > > >
> > > >
> > > >
> > > >
> > > > -------------------------------
> > > > National Institute for Literacy
> > > > Special Topics mailing list
> > > > SpecialTopics at nifl.gov
> > > > To unsubscribe or change your subscription settings, please go to
> > > > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > > > Email delivered to ginsburg at rci.rutgers.edu
> > > 
> > > 
> > > --
> > > Lynda Ginsburg
> > > Senior Research Associate, MetroMath
> > > Rutgers University
> > > tel: 732-445-1409
> > > 
> > > 
> > > ------------------------------
> > > 
> > > Message: 2
> > > Date: Mon, 17 Sep 2007 22:12:42 -0400
> > > From: "David J. Rosen" <djrosen at comcast.net>
> > > Subject: [SpecialTopics 665]  Components of Numeracy
> > > To: specialtopics at nifl.gov
> > > Message-ID: <9EF504A9-BB0A-4873-A4D9-74B1EBE8D3FB at comcast.net>
> > > Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;
> > >         format=flowed
> > > 
> > > Colleagues,
> > > 
> > > I do hope our guest authors might address the three questions I posed
> > > yesterday, and here are  three more:
> > > 
> > > 4. One difference, that you point out in the study on page 15,
> > > between how children and adults learn numeracy is ?The inclusion of
> > > societal contexts in adult-focused frameworks stands in marked
> > > contrast to the exclusion of such contexts in school-based
> > > frameworks.?  Are there other differences?
> > > 
> > > 5. I have been looking at some numeracy teaching/teacher training
> > > videos, for example:
> > > 
> > > http://mlots.org (?Ratio and Proportion?)
> > > http://www.teachersnetwork.org/media/index.cfm (?Real Math?)
> > > 
> > > Most of the videos I have found are focused on children; very few are
> > > focused on adults; but the approaches are similar: getting teachers
> > > comfortable in the language and use of numeracy thinking, organizing
> > > classrooms so students are actively engaged in discovery of numeracy
> > > concepts, and helping learners make those concepts and related skills
> > > their own. What do you see as the similarities between how children
> > > and adults ideally should learn numeracy?
> > > 
> > > 6. On pages 16-17 of the study you describe a continuum of
> > > contextualization and give examples of two very different word
> > > problem learning activities, the opposite ends of the spectrum. The
> > > first is a decontextualized opportunity to practice some recently-
> > > taught skills ? an activity that is ?realistic?, not ?real?. The
> > > second grows from a real-life context where students do not have
> > > clues, other that the context of the problem itself, for what
> > > numeracy is needed. I wonder if you have other examples along the
> > > continuum that you could share.
> > > 
> > > David J. Rosen
> > > Special Topics Discussion Moderator
> > > djrosen at comcast.net
> > > 
> > > 
> > > 
> > > 
> > > ------------------------------
> > > 
> > > Message: 3
> > > Date: Tue, 18 Sep 2007 00:19:38 -0400 (EDT)
> > > From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>
> > > Subject: [SpecialTopics 666] Re: Numeracy-Children vs. Adult
> > > To: specialtopics at nifl.gov
> > > Message-ID:
> > >         <1381.68.84.41.133.1190089178.squirrel at webmail.rci.rutgers.edu>
> > > Content-Type: text/plain;charset=iso-8859-1
> > > 
> > > Hi David et al,
> > > 
> > > I wanted to comment on some of the issues you raised about the differences
> > > between children's and adults' experiences learning math/numeracy. To me,
> > > one of the primary differences is the whole idea of learning math vs.
> > > learning numeracy.
> > > 
> > > In school, children are generally learning math so that they can go on to
> > > and be successful in higher levels of math. Children are full time
> > > students; that's pretty much what they do. While there is an assumption
> > > that the math children learn will be available for other, everyday
> > > purposes, meeting those purposes (usually expected to be in the future) is
> > > not generally the goal of school.  Thus, our statement about the exclusion
> > > of societal contexts in school math. I know that's a gross generalization,
> > > but I think it's often true. Just think about "word problems" that have
> > > sometimes been promoted as "real world applications." Word problems are
> > > virtually always contrived, pretty formulaic, and function as
> > > computational examples with words, and usually aren't very
> > > realistic/meaningful to the learner (When was the last time a teenager
> > > really needed to figure out when the two trains would meet? For that
> > > matter, when was the last time you needed to figure that out?). Most of us
> > > noticed pretty quickly that the word problems following the pages on
> > > multiplying fractions could all be solved by multiplying the fractions
> > > between the words.
> > > 
> > > On the other hand, we have been thinking of "numeracy" as being integrally
> > > connected with real world activity, continuously crossing the
> > > school/everyday life chasm. Adult learners have one foot in the classroom
> > > and the other in the outside world. They bring that world into the
> > > classroom with their experiences, and they should be able to bring their
> > > classroom-based learning out to their real lives. Tasks and problems in
> > > real life are messy, call for judgements, estimations, and assumptions.
> > > Math becomes a tool, not an end in itself.
> > > 
> > > Without getting into the whole "math wars" thing, the K-12 math reform
> > > movement has tried to shift the emphasis of school math learning from a
> > > focus on acquiring and mastering decontextualized computation skills to a
> > > focus on developing conceptual understanding. To me, this is a shift
> > > towards my vision of numeracy.
> > > 
> > > Getting back to your question about the teacher training videos that show
> > > children exploring, talking about math concepts, struggling with making
> > > meaning of the math -- I agree these are similar to what I would like to
> > > see in adult ed classes. The few existing videos of adult ed math
> > > instruction are also in this vein (from the TIAN/EMPower projects, from
> > > NCAL's PDK, others?) Generally all these videos are from reform classes,
> > > often from National Science Foundation curriculum projects. I think these
> > > video tapes have been created from the need for teachers (K-12 & adult ed)
> > > to be able to see what a different kind of instruction might look like,
> > > especially since most teachers didn't experience this kind of schooling
> > > themselves. [I know that this was the rationale behind "Captured Wisdom"
> > > which focused on using technology in the classroom].
> > > 
> > > That said, I am sure there are also some videos out there promoting rote
> > > learning of math facts, but we all already know what that looks like.
> > > 
> > > Sorry to be rambling,
> > > Lynda
> > > 
> > > 
> > > David J. Rosen wrote:
> > > > Colleagues,
> > > >
> > > > I do hope our guest authors might address the three questions I posed
> > > > yesterday, and here are  three more:
> > > >
> > > > 4. One difference, that you point out in the study on page 15,
> > > > between how children and adults learn numeracy is ?The inclusion of
> > > > societal contexts in adult-focused frameworks stands in marked
> > > > contrast to the exclusion of such contexts in school-based
> > > > frameworks.?  Are there other differences?
> > > >
> > > > 5. I have been looking at some numeracy teaching/teacher training
> > > > videos, for example:
> > > >
> > > > http://mlots.org (?Ratio and Proportion?)
> > > > http://www.teachersnetwork.org/media/index.cfm (?Real Math?)
> > > >
> > > > Most of the videos I have found are focused on children; very few are
> > > > focused on adults; but the approaches are similar: getting teachers
> > > > comfortable in the language and use of numeracy thinking, organizing
> > > > classrooms so students are actively engaged in discovery of numeracy
> > > > concepts, and helping learners make those concepts and related skills
> > > > their own. What do you see as the similarities between how children
> > > > and adults ideally should learn numeracy?
> > > >
> > > > 6. On pages 16-17 of the study you describe a continuum of
> > > > contextualization and give examples of two very different word
> > > > problem learning activities, the opposite ends of the spectrum. The
> > > > first is a decontextualized opportunity to practice some recently-
> > > > taught skills ? an activity that is ?realistic?, not ?real?. The
> > > > second grows from a real-life context where students do not have
> > > > clues, other that the context of the problem itself, for what
> > > > numeracy is needed. I wonder if you have other examples along the
> > > > continuum that you could share.
> > > >
> > > > David J. Rosen
> > > > Special Topics Discussion Moderator
> > > > djrosen at comcast.net
> > > >
> > > >
> > > > -------------------------------
> > > > National Institute for Literacy
> > > > Special Topics mailing list
> > > > SpecialTopics at nifl.gov
> > > > To unsubscribe or change your subscription settings, please go to
> > > > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > > > Email delivered to ginsburg at rci.rutgers.edu
> > > >
> > > 
> > > 
> > > --
> > > Lynda Ginsburg
> > > Senior Research Associate, MetroMath
> > > Rutgers University
> > > tel: 732-445-1409
> > > 
> > > 
> > > ------------------------------
> > > 
> > > Message: 4
> > > Date: Tue, 18 Sep 2007 08:38:23 -0400
> > > From: Mary Jane Schmitt <mary_jane_schmitt at terc.edu>
> > > Subject: [SpecialTopics 667] Re: International Discussion Ends  and
> > >         Numeracy        Discussion Begins
> > > To: specialtopics at nifl.gov
> > > Message-ID:
> > >         <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-
> > 8525735A.00456EAD at terc.edu>
> > > Content-Type: text/plain; charset="utf-8"
> > > 
> > > Hi Louise
> > > 
> > > Yes, current versions of spell-check reject the word numeracy, even though
> > > its usage is becoming more common. When we used it in our papers, we
> > > generally meant adult numeracy. Early childhood numeracy* is different
> > > because numeracy does depend upon context - and age can be thought of as a
> > > contextual  and a cognitive factor. The math appropriate for a 3-year old
> > > to learn, understand, and be able to do is different for an adult. On the
> > > other hand, all age groups are included when being numerate is defined as
> > > having `the ability and inclination to use mathematics effectively in our
> > > lives--at home, at work, and in the community' (New Zealand Ministry of
> > > Education, 2001).
> > > 
> > > As far as far as the relationship among mathematics, literacy, and
> > > numeracy, some  use a Venn diagram to illustrate numeracy as the
> > > intersection of mathematics and literacy - that might be a better analogy
> > > than a bridge between math and literacy. In fact, we see the term
> > > "mathematical literacy" to be synonymous with numeracy.
> > > 
> > > * An aside, as we meant to focus on adult numeracy during this discussion:
> > >  There is a rich body of research on early numeracy development, even in
> > > infants. I am fascinated by studies that have shown 6-month olds to be
> > > aware of subtraction errors (as evidenced by extended gaze), or the idea
> > > that babies can subitize, (recognize small quantities without counting) .
> > > Australia and New Zealand have early numeracy educational initiatives that
> > > are very interesting. I think Dave Tout and I stand corrected on the K-12
> > > designation for "school math before reaching adulthood."  Even though many
> > > of the documents we referred to focused on K-12, we could have included
> > > pre-K.
> > > 
> > > Take care,
> > > Mary Jane
> > > 
> > > 
> > > Mary Jane Schmitt
> > > TERC
> > > 2067 Massachusetts Avenue
> > > Cambridge, MA  02140
> > > mary_jane_schmitt at terc.edu
> > > www.adultnumeracy at terc.edu
> > > 
> > > 
> > > 
> > > 
> > > Louise Wiener <lwiener at llfinc.org>
> > > Sent by: specialtopics-bounces at nifl.gov
> > > 09/17/07 10:02 PM
> > > Please respond to
> > > specialtopics at nifl.gov
> > > 
> > > 
> > > To
> > > <specialtopics at nifl.gov>
> > > cc
> > > 
> > > Subject
> > > [SpecialTopics 663] Re: International Discussion Ends and       Numeracy
> > > Discussion Begins
> > > 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > Dear David,
> > > 
> > > I found the Tout and Schmitt chapter particularly invigorating and
> > > challenging and hope Dr. Schmitt might comment on two thoughts for
> > > starters.
> > > 
> > > I was surprised at the frequent reference to K-12 with almost no reference
> > > to pre-K.  I first became familiar with the term numeracy in the context
> > > of Head Start standards. Is there research on numeracy in the early
> > > childhood field ? or has the name alone been adopted?
> > > 
> > > I was struck, too, by the reference to numeracy as the bridge between
> > > mathematics and the real world. I see it  equally as the bridge between
> > > mathematics and literacy because  it captures (builds on?) the language
> > > and concepts of math as contrasted with the pure computation of math.
> > > 
> > > You will note that at least my spell-check rejects ?numeracy? as a valid
> > > word.  Perhaps we should start by lobbying there!
> > > 
> > > Thank you, Louise
> > > --
> > > Louise W. Wiener, Chairman of the Board
> > >     Learning and Leadership in Families
> > >     2701 12th Street NE
> > >     Washington, DC 20018
> > > 
> > >     Mobile Phone: 301-213-6516
> > >     Office Phone: 202-243-7783
> > >     Website: www.LLFinc.org
> > >     Email: lwiener at LLFinc.org
> > > 
> > >     United Way / CFC # 8981
> > > 
> > > 
> > >   On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:
> > > 
> > > Special Topics Colleagues,
> > > 
> > > I want to thank our guests for the topic:  What International Literacy
> > > Programs Offer Programs in the U.S. : Brenda Bell, Pamela Civins, Dr. John
> > > Comings, Barbara Garner, Dr. Erik Jacobson, Juliet Merrifield, and Dr.
> > > Ujwala Samant. I know we have only scratched the surfaces of several
> > > issues here in this one short week, but the discussion has been
> > > tantalizing.  I also want to thank Oxfam for making the book Developing
> > > Adult Literacy: Approaches to planning, implementing and delivering
> > > literacy initiatives by Juliet Merrifield Juliet McCaffrey, and Juliet
> > > Millican available by download free for this discussion. It will be
> > > available in hard copy on September 30, 2007.
> > > 
> > > This marks the end of the international literacy discussion, for now at
> > > least.
> > > 
> > > On Monday we will begin a new discussion on The Components of Numeracy
> > >  with Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an occasional
> > > paper published by the National Center for the Study of Adult Learning
> > > and Literacy.
> > > 
> > > For more information, and a short list of readings to prepare for the
> > > discussion please go to:
> > > 
> > > http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html
> > > 
> > > or the short Web address:
> > > 
> > > http://tinyurl.com/yvo6hf
> > > 
> > > Please e-mail your questions for our numeracy guest experts
> > > to specialtopics at nifl.gov
> > > 
> > > Your colleagues who may wish to join this discussion can subscribe
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From djrosen at comcast.net  Tue Sep 18 17:13:29 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 18 Sep 2007 17:13:29 -0400
Subject: [SpecialTopics 682] Re: Components of Numeracy
In-Reply-To: <C3158A63.124F4%marogers-princess@sbcglobal.net>
References: <C3158A63.124F4%marogers-princess@sbcglobal.net>
Message-ID: <C949E68F-CC7B-43CA-AE65-6F86C0847329@comcast.net>

Margaret and others,

Although attachments are not permitted on this discussion list  
(because they sometimes mess up the email accounts of those with dial- 
up access) if the hand out is in a document on a Web page, or an  
attachment to a Web page, you could post a message here with a link  
to that Web page.

For new subscribers who want to catch up, all the messages in the  
discussion are archived at

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

On Sep 18, 2007, at 5:00 PM, Margaret Rogers wrote:

> Hi, Kate,
> I don?t know if we can post to this discussion, but I would love to  
> have a copy of that 10 page handout that has the students  
> demonstrate an understanding of fractions through manipulatives.
> Margaret Rogers

From SKidd at sbctc.edu  Tue Sep 18 17:31:59 2007
From: SKidd at sbctc.edu (Susan Kidd)
Date: Tue, 18 Sep 2007 14:31:59 -0700
Subject: [SpecialTopics 683] Re: Components of Numeracy
In-Reply-To: <C31551FD.124B3%marogers-princess@sbcglobal.net>
References: <E1IXNCE-0002UN-KF@elasmtp-banded.atl.sa.earthlink.net>
	<C31551FD.124B3%marogers-princess@sbcglobal.net>
Message-ID: <0CA6C79FCB4AC642A77B76C17A4316EE01EBE9F9@exch-1.sbctc2.local>

AS someone with both a fine arts and a math background, I am very
sensitive to the visual and tactile qualities of manipulatives. I am
currently involved with professional development rather than classroom
teaching, so my recent experience is with the reactions of teachers.

 

One of my favorite manipulatives is floral marbles (the flat sided ones
that come in many colors and are readily available at craft stores).
Teachers who participate in my workshops, often express the belief that
their students don't/won't like manipulatives because of the grade
school connotations. When I place piles of floral marbles in different
colors, some shiny, some opalescent, some matte, on the table,
invariably they are greeted with "ohs! and ahs!  Not to diminish the
value of more standard, intentionally math related items, but teachers
might benefit from using more found objects with adult appeal.

 

Susan

Susan Kidd

ABE Professional Development Coordinator

Washington State Board for Community & Technical Colleges

 

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Margaret Rogers
Sent: Tuesday, September 18, 2007 9:59 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 673] Re: Components of Numeracy

 

Kathie and All,

I am delighted that we are having a discussion about using manipulatives
in the adult education classroom. I taught elementary school for 18
years and have taught adults for 30. I cannot imagine teaching math to
anyone without manipulatives. So many adults in basic education classes,
GED classes, and even content classes such as Algebra can benefit from
beginning with the concrete and making the expected progress to the
symbolic and then to the abstract where we can see real mathematical
thinking.

Years ago when I taught my first ABE classes, I immediately ordered
scissors, crayons, and rulers. Only the stock clerk seemed surprised and
teased me a little for that order. The students readily used the
materials when I distributed the crayons to color patterns, make bar
graphs, and shade shapes to find their areas. They were proud to put the
finished graphs on the wall or to make generalizations about the
patterns. 

My advice about manipulatives is that the success comes with the tone
that is set by the instructor. If the teacher simply expects that using
manipulatives will deepen mathematical understanding and is not shy
about explaining why they are helpful, the students will respect that
position and dive in. They will color, paste, stretch rubber bands on
geoboards, find mass using balance scales and anything else that is in
the lesson design.

Margaret Rogers
President Elect
Adult Numeracy Network

On 9/17/07 1:27 PM, "Myrna Manly" <mmanly at earthlink.net> wrote:

Kathy, 

Because you are interested in introducing manipulatives into the adult
classroom, I'm guessing that you know how powerful they can be in
helping students to recognize patterns and to see more than one way to
solve problems.  They help to make the transition from the concrete to
the symbolic reasoning that is so important in math.  But I also sense
that you are hesitant to use them with adults who may dismiss them as
being for children.

Perhaps this a good question to throw back to the list subscribers.
What has your experience been when you introduced manipulatives to your
adult classes?

Myrna

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
Sent: Sunday, September 16, 2007 2:49 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 652] Re: Components of Numeracy

I am interested in the use of manipulatives in the adult ed math
classroom.  How are manipulatives used?  How do you introduce
manipulatives to adults?  Do you use manipulatives in an individualized
setting?  What are your favorite manipulatives? 
Thanks,
Kathie
Billings, Montana

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to marogers-princess at sbcglobal.net

 

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From nonesuch at MALA.BC.CA  Tue Sep 18 18:17:30 2007
From: nonesuch at MALA.BC.CA (Kate Nonesuch)
Date: Tue, 18 Sep 2007 15:17:30 -0700
Subject: [SpecialTopics 684] Re: Components of Numeracy
In-Reply-To: <C3158A63.124F4%marogers-princess@sbcglobal.net>
Message-ID: <4DA696749F7F4B4F85E67688BF659E8204B072@sidney.capitan.mala.bc.ca>

You'll find a version of the 10 pages in the manual I created last year
after doing a practitioner research project.  Look at pages 80-90 of the
PDF (pages 72-82 if you're following the page numbers on each page.)

http://www.nald.ca/library/learning/mathman/mathman.pdf 

 

I'm feeling a little shy here, since I  began this project by reading
various articles by many of the people who are guest experts in this
discussion! 

 

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Margaret Rogers
Sent: Tuesday, September 18, 2007 2:00 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 680] Re: Components of Numeracy

 

Hi, Kate,
I don't know if we can post to this discussion, but I would love to have
a copy of that 10 page handout that has the students demonstrate an
understanding of fractions through manipulatives.
Margaret Rogers

On 9/18/07 9:38 AM, "Kate Nonesuch" <nonesuch at MALA.BC.CA> wrote:

Kathie, you mentioned developing a "system" to incorporate manipulatives
into the usual math work.  

I started by asking students to use manipulatives to demonstrate that
the answers they gave to questions in their usual book were correct.  I
started with the fractions section, and asked them to demonstrate every
question that we had the appropriate manipulatives for -halves,
quarters, eighths, sixteenths, thirds, sixths, twelfths, fifths, and
tenths.

I gave them a sheet that noted the numbers of the questions that
required demonstrations, with a blank line for me to initial when I had
seen the demonstration.  It is fairly quick for me to go around, check
the demonstrations, initial it and move on.  Students can set up several
demonstrations if they are waiting for me to get there.  AND, the big
thing-they always get the answer right by the time they have finished
setting up the demonstration, so I can ask them how they got it right,
rather than explaining what they did wrong and re-teaching.  Faster,
much faster, and so much more satisfying for both of us.

In following years, I discarded the usual book altogether, because
students didn't need that much practice when they did the
demonstrations, and I made a 10-page handout that asks for
demonstrations of fractions concepts and operations.  This handout,
along with some group work on concepts and algorithms, takes the place
of a 100-page section on fractions. 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
Sent: Monday, September 17, 2007 2:45 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 661] Re: Components of Numeracy

Actually, my hesitation is because I teach in an individualized setting.
When I run across a student that needs the hands-on approach, I find it
difficult to introduce manipulatives to just one student.  I do not have
a group of 2-4 students that are at the same spot.  

When I do take the time to introduce manipulatives to one student or a
group of students, the students not involved in the activity do not
receive my attention until I am done.

I would love to develop a system for this.

Kathie

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Myrna Manly
Sent: Monday, September 17, 2007 2:27 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 658] Re: Components of Numeracy

Kathie, 

Because you are interested in introducing manipulatives into the adult
classroom, I'm guessing that you know how powerful they can be in
helping students to recognize patterns and to see more than one way to
solve problems. They help to make the transition from the concrete to
the symbolic reasoning that is so important in math.  But I also sense
that you are hesitant to use them with adults who may dismiss them as
being for children.

Perhaps this a good question to throw back to the list subscribers.
What has your experience been when you introduced manipulatives to your
adult classes?

Myrna

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
Sent: Sunday, September 16, 2007 2:49 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 652] Re: Components of Numeracy

I am interested in the use of manipulatives in the adult ed math
classroom.  How are manipulatives used?  How do you introduce
manipulatives to adults?  Do you use manipulatives in an individualized
setting?  What are your favorite manipulatives? 
Thanks,
Kathie
Billings, Montana

________________________________

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to marogers-princess at sbcglobal.net

 

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From melvinr at kckcc.edu  Tue Sep 18 19:23:10 2007
From: melvinr at kckcc.edu (Melvin Rice)
Date: Tue, 18 Sep 2007 18:23:10 -0500
Subject: [SpecialTopics 685]   Re: Components of Numeracy
Message-ID: <46F0179B.6FA4.0093.1@kckcc.edu>

I have found manipulatives extremely helpful not only in the basics like
fractions but also in more advanced concepts. Today I was working with a
class on signed numbers. I have the two-tone counting disk which I put
on the tables. I showed the students how they could use them for adding
and subtracting signed numbers. We did a few practices as a large group
and then I gave them a work sheet with signed addition and subtraction
problems to work. As they began to work the problems they initially
relied heavily on the manipulatives. But as they progressed I could see
that they were relying on the manipulatives less and less.
 
As has been said on this list, it is the teachers attitude toward the
manipulatives that affect how they are received by the students. If we
treat the manipulative as just one more tool in our tool box then they
are readily accepted by the students
 
Melvin
 
Melvin Rice
ABE Instructor
Kansas City Kansas Community College
melvinr at kckcc.edu 

>>> "Susan Kidd" <SKidd at sbctc.edu> 9/18/2007 4:31 PM >>>

Teachers who participate in my workshops, often express the belief that
their students don?t/won?t like manipulatives because of the grade
school connotations. When I place piles of floral marbles in different
colors, some shiny, some opalescent, some matte, on the table,
invariably they are greeted with ?ohs! and ahs!  Not to diminish the
value of more standard, intentionally math related items, but teachers
might benefit from using more found objects with adult appeal.
 
-------------- next part --------------
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From ginsburg at rci.rutgers.edu  Tue Sep 18 20:30:55 2007
From: ginsburg at rci.rutgers.edu (Lynda Ginsburg)
Date: Tue, 18 Sep 2007 20:30:55 -0400 (EDT)
Subject: [SpecialTopics 686] Re: "numeracy" vs. "mathematical literacy"
In-Reply-To: <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-8525735A.00456EAD@terc.edu>
References: <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-8525735A.00456EAD@terc.edu>
Message-ID: <1170.68.84.41.133.1190161855.squirrel@webmail.rci.rutgers.edu>

Hi everyone, including the far flung ones!

To me, I'm also not sure there's a meaningful difference between
"numeracy" and "mathematical literacy" because we can really define them
as we like.

But, I see an important political issue here in the US in regards to the
terminology. A while back there was a policy document called something
like "From the margins to the mainstream." The primary focus of the policy
document was literacy, and there was a sentence stating something to the
effect that math was subsumed under "literacy." (The Adult Numeracy
Network actually responded to this document protesting this limited view
of mathematical learning.)

By talking about "mathematical literacy" within the adult basic ed
environment, we are using the "L word" and thus continuing to relegate
math/numeracy instruction and learning to a second tier level, subsumed
under the literacy umbrella. Since the field here has historically been so
focused on literacy, there has been limited attention to and recognition
that teaching and learning math is really very different from teaching and
learning reading/writing.

Those of you from other countries have somehow managed to elevate
"numeracy" to a relatively equal status with literacy. We couldn't
convince COABE to title their new journal "Adult Literacy and Numeracy,"
tho the Aussies have one with both words in the title.

So, I vote for the term Numeracy rather than Mathematical Literacy.

I guess this counts as a rant.

Best,
Lynda
Mary Jane Schmitt wrote:
> Hi Louise
>
> Yes, current versions of spell-check reject the word numeracy, even though
> its usage is becoming more common. When we used it in our papers, we
> generally meant adult numeracy. Early childhood numeracy* is different
> because numeracy does depend upon context - and age can be thought of as a
> contextual  and a cognitive factor. The math appropriate for a 3-year old
> to learn, understand, and be able to do is different for an adult. On the
> other hand, all age groups are included when being numerate is defined as
> having `the ability and inclination to use mathematics effectively in our
> lives--at home, at work, and in the community' (New Zealand Ministry of
> Education, 2001).
>
> As far as far as the relationship among mathematics, literacy, and
> numeracy, some  use a Venn diagram to illustrate numeracy as the
> intersection of mathematics and literacy - that might be a better analogy
> than a bridge between math and literacy. In fact, we see the term
> "mathematical literacy" to be synonymous with numeracy.
>
> * An aside, as we meant to focus on adult numeracy during this discussion:
>  There is a rich body of research on early numeracy development, even in
> infants. I am fascinated by studies that have shown 6-month olds to be
> aware of subtraction errors (as evidenced by extended gaze), or the idea
> that babies can subitize, (recognize small quantities without counting) .
> Australia and New Zealand have early numeracy educational initiatives that
> are very interesting. I think Dave Tout and I stand corrected on the K-12
> designation for "school math before reaching adulthood."  Even though many
> of the documents we referred to focused on K-12, we could have included
> pre-K.
>
> Take care,
> Mary Jane
>
>
> Mary Jane Schmitt
> TERC
> 2067 Massachusetts Avenue
> Cambridge, MA  02140
> mary_jane_schmitt at terc.edu
> www.adultnumeracy at terc.edu
>
>
>
>
> Louise Wiener <lwiener at llfinc.org>
> Sent by: specialtopics-bounces at nifl.gov
> 09/17/07 10:02 PM
> Please respond to
> specialtopics at nifl.gov
>
>
> To
> <specialtopics at nifl.gov>
> cc
>
> Subject
> [SpecialTopics 663] Re: International Discussion Ends and       Numeracy
> Discussion Begins
>
>
>
>
>
>
> Dear David,
>
> I found the Tout and Schmitt chapter particularly invigorating and
> challenging and hope Dr. Schmitt might comment on two thoughts for
> starters.
>
> I was surprised at the frequent reference to K-12 with almost no reference
> to pre-K.  I first became familiar with the term numeracy in the context
> of Head Start standards. Is there research on numeracy in the early
> childhood field ??? or has the name alone been adopted?
>
> I was struck, too, by the reference to numeracy as the bridge between
> mathematics and the real world. I see it  equally as the bridge between
> mathematics and literacy because  it captures (builds on?) the language
> and concepts of math as contrasted with the pure computation of math.
>
> You will note that at least my spell-check rejects ???numeracy??? as a
> valid
> word.  Perhaps we should start by lobbying there!
>
> Thank you, Louise
> --
> Louise W. Wiener, Chairman of the Board
>     Learning and Leadership in Families
>     2701 12th Street NE
>     Washington, DC 20018
>
>     Mobile Phone: 301-213-6516
>     Office Phone: 202-243-7783
>     Website: www.LLFinc.org
>     Email: lwiener at LLFinc.org
>
>     United Way / CFC # 8981
>
>
>   On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:
>
> Special Topics Colleagues,
>
> I want to thank our guests for the topic:  What International Literacy
> Programs Offer Programs in the U.S. : Brenda Bell, Pamela Civins, Dr. John
> Comings, Barbara Garner, Dr. Erik Jacobson, Juliet Merrifield, and Dr.
> Ujwala Samant. I know we have only scratched the surfaces of several
> issues here in this one short week, but the discussion has been
> tantalizing.  I also want to thank Oxfam for making the book Developing
> Adult Literacy: Approaches to planning, implementing and delivering
> literacy initiatives by Juliet Merrifield Juliet McCaffrey, and Juliet
> Millican available by download free for this discussion. It will be
> available in hard copy on September 30, 2007.
>
> This marks the end of the international literacy discussion, for now at
> least.
>
> On Monday we will begin a new discussion on The Components of Numeracy
>  with Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an occasional
> paper published by the National Center for the Study of Adult Learning
> and Literacy.
>
> For more information, and a short list of readings to prepare for the
> discussion please go to:
>
> http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html
>
> or the short Web address:
>
> http://tinyurl.com/yvo6hf
>
> Please e-mail your questions for our numeracy guest experts
> to specialtopics at nifl.gov
>
> Your colleagues who may wish to join this discussion can subscribe
> by going to:
>
> http://www.nifl.gov/mailman/listinfo/specialtopics
>
> After they complete a simple registration form (30 seconds) they
> will receive an email asking them to confirm that they wish to
> subscribe. They should Immediately reply to the email to complete their
> subscription. After the discussion ends they can unsubscribe from the same
> Web address, or stay on for the next discussion.
>
> David J. Rosen
> Special Topics Discussion Moderator
> djrosen at comcast.net
>
>
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to lwiener at llfinc.org
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to mary_jane_schmitt at terc.edu
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ginsburg at rci.rutgers.edu

-- 
Lynda Ginsburg
Senior Research Associate, MetroMath
Rutgers University
tel: 732-445-1409

From djrosen at comcast.net  Tue Sep 18 20:58:18 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 18 Sep 2007 20:58:18 -0400
Subject: [SpecialTopics 687] Re: "numeracy" vs. "mathematical literacy"
In-Reply-To: <1170.68.84.41.133.1190161855.squirrel@webmail.rci.rutgers.edu>
References: <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-8525735A.00456EAD@terc.edu>
	<1170.68.84.41.133.1190161855.squirrel@webmail.rci.rutgers.edu>
Message-ID: <59A73E16-4F06-4A45-A025-F192E5B8E2B6@comcast.net>

Lynda, Mary Jane and Myrna,

Let's look at this question from the perspective of potential adult  
learners.  I have talked to graduates from adult literacy programs --  
adult learner leaders -- who object to the term "literacy" because,  
they said, they could read just fine.  They needed help, they said,  
with math.  They complained that the terms "literacy", or "reading",  
as a name for a program (e.g. "The Literacy Project" "the Adult  
Reading Program" and similar names) obscures that the program offers  
numeracy ("math" as students call this) .  One woman said she went  
for years without getting help because she didn't know adult basic  
math classes existed in her town, and the program that could help her  
was just a few blocks away from where she lived! So although there  
may be good reasons for using "numeracy" among practitioners, let's  
hope that "math" appears alongside in the program promotional  
materials so adult learners can find the services they need.

I am reminded of a discussion that I was in recently about what to  
name a new corporate online workplace ESOL program. One of the  
seasoned teachers in the room said, it doesn't really matter as long  
as the name begins with "English" because that's what the students  
will call it, "English class". And we all agreed.

I have some more questions about the study:

7. On Page 27, you write: ?The mathematical demands of today?s  
technological society are different from those of earlier decades.  
Some concepts have become more important for coping with the demands  
while others are not as critical as they once were.? What are the  
concepts that are not as important now, and what concepts are more  
important now? (And thanks, Tom Macdonald, for raising the  
observations about the relationships of learning technology to  
learning numeracy.)

8. As I read the descriptions of ?problem solving? on pages 34-35,  
the process resonates with a process that I believe is used by some  
visual artists. A sculptor, for example, has to ?organize the  
information from the creative problem into a form or model that  
enables the artist to ?see? the underlying structure of the problem.  
To do that, often sculptors make drawings, look for patterns, and  
make models. Has there been research on mathematical or numeracy  
problem solving and artistic problem solving and how these thinking  
processes might effectively be integrated and strengthen each other  
in K-12 schools or adult learning programs? (Thanks, Susan Kidd, for  
raising the issue of the relationship of numeracy to the arts.)

9. At the end of the paper you write about the importance of a  
?productive disposition? that is, learners having beliefs in their  
ability to do numeracy and in its usefulness to them, and having  
positive feelings about numeracy. Is this, the affective part of this  
component, more important than the other components?  Does it need to  
be addressed first, or is it addressed through a teaching and  
learning process that weaves together all components equally? Can  
this weaving process take place for learners who have very negative  
feelings about their ability to do numeracy?

David J. Rosen
Apecial Topics Discussion Leader
djrosen at comcast.net

On Sep 18, 2007, at 8:30 PM, Lynda Ginsburg wrote:

> Hi everyone, including the far flung ones!
>
> To me, I'm also not sure there's a meaningful difference between
> "numeracy" and "mathematical literacy" because we can really define  
> them
> as we like.
>
> But, I see an important political issue here in the US in regards  
> to the
> terminology. A while back there was a policy document called something
> like "From the margins to the mainstream." The primary focus of the  
> policy
> document was literacy, and there was a sentence stating something  
> to the
> effect that math was subsumed under "literacy." (The Adult Numeracy
> Network actually responded to this document protesting this limited  
> view
> of mathematical learning.)
>
> By talking about "mathematical literacy" within the adult basic ed
> environment, we are using the "L word" and thus continuing to relegate
> math/numeracy instruction and learning to a second tier level,  
> subsumed
> under the literacy umbrella. Since the field here has historically  
> been so
> focused on literacy, there has been limited attention to and  
> recognition
> that teaching and learning math is really very different from  
> teaching and
> learning reading/writing.
>
> Those of you from other countries have somehow managed to elevate
> "numeracy" to a relatively equal status with literacy. We couldn't
> convince COABE to title their new journal "Adult Literacy and  
> Numeracy,"
> tho the Aussies have one with both words in the title.
>
> So, I vote for the term Numeracy rather than Mathematical Literacy.
>
> I guess this counts as a rant.
>
> Best,
> Lynda
>
> -- 
> Lynda Ginsburg
> Senior Research Associate, MetroMath
> Rutgers University
> tel: 732-445-1409
> -------------------------------

From Mdr151 at aol.com  Tue Sep 18 21:46:26 2007
From: Mdr151 at aol.com (Mdr151 at aol.com)
Date: Tue, 18 Sep 2007 21:46:26 EDT
Subject: [SpecialTopics 688] Re: "numeracy" vs. "mathematical literacy"
Message-ID: <ceb.1b2f65a0.3421d972@aol.com>

 
In a message dated 9/18/2007 8:01:59 P.M. Eastern Standard Time,  
djrosen at comcast.net writes:

. At the  end of the paper you write about the importance of a  
?productive  disposition? that is, learners having beliefs in their  
ability to do  numeracy and in its usefulness to them, and having  
positive feelings  about numeracy. Is this, the affective part of this  
component, more  important than the other components?  Does it need to  
be  addressed first, or is it addressed through a teaching and  
learning  process that weaves together all components equally? Can  
this  weaving process take place for learners who have very negative   
feelings about their ability to do numeracy?

I have been lurking reading all the wonderful responses but do want to  weigh 
in on this one.  I believe the productive disposition to be very  important.  
Brain research has concluded that most learning passes through  the emotional 
part of the brain first. If a student is stressed or scared, the  system 
shuts down. However to overcome the "fear factor", I believe  addressing the other 
subcomponents especially conceptual understanding help to  lessen the fear.  
Many students that I have surveyed say they don't like  math or fear math 
because they never understood it. Developing conceptual  understanding either 
through use of manipulatives, journal writing, discovery  labs, etc. helps student
s feel engaged and less fearful of a subject they  previously had felt doomed 
to stumble through.
 
Pam Meader
Math Chair, Portland Adult Education
Portland, Maine
Past President Adult Numeracy Network

************************************** See what's new at http://www.aol.com
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From learndoc at cox.net  Tue Sep 18 21:50:36 2007
From: learndoc at cox.net (Lenny)
Date: Tue, 18 Sep 2007 18:50:36 -0700
Subject: [SpecialTopics 689] Re: "numeracy" vs. "mathematical literacy"
References: <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-8525735A.00456EAD@terc.edu><1170.68.84.41.133.1190161855.squirrel@webmail.rci.rutgers.edu>
	<59A73E16-4F06-4A45-A025-F192E5B8E2B6@comcast.net>
Message-ID: <00c101c7fa5f$79242ec0$2a640244@computer>

Bravo David,

I've been reading strands all day and have been quietly interested in the 
discussions, but I keep going back to my eternal concern that always lies at 
the bottom of everyone's list - math anxiety, or in the latest terms - 
?productive disposition? - attitude is the older term that went along with 
knowledge and skills back when I was struggling with my dissertation.

I have been a teacher and a learner of mathematics for a long time in many, 
many different environments and levels, and I have been working in an adult 
literacy program for the past three years. My single greatest frustration 
has always been dealing with students' extreme anxiety with mathematics 
tests. I am on the verge of seriously exploring hypnotism as an option.

One quick example - I recently had a student come to me who had passed all 
the GED tests except Math and failed it twice. Now this student was told she 
had to have her GED by December, or she would be fired. GED Testing Services 
only allows three tests in one subject to be taken in one calendar year in 
the USA(what is the deal with that?) - do you see some anxiety might be 
occurring here on the part of the student? We did some intensive work, took 
five official practice tests and passed them all (480 average) and she 
finally went and passed by 40 points.

Until everyone gives attitudes some consideration over the emphasis on 
knowledge and skills, I fear we will get the same results we have always 
gotten - sound familiar?

Lenny Lindstrom

----- Original Message ----- 
From: "David J. Rosen" <djrosen at comcast.net>
To: <specialtopics at nifl.gov>
Sent: Tuesday, September 18, 2007 5:58 PM
Subject: [SpecialTopics 687] Re: "numeracy" vs. "mathematical literacy"

Lynda, Mary Jane and Myrna,

Let's look at this question from the perspective of potential adult
learners.  I have talked to graduates from adult literacy programs --
adult learner leaders -- who object to the term "literacy" because,
they said, they could read just fine.  They needed help, they said,
with math.  They complained that the terms "literacy", or "reading",
as a name for a program (e.g. "The Literacy Project" "the Adult
Reading Program" and similar names) obscures that the program offers
numeracy ("math" as students call this) .  One woman said she went
for years without getting help because she didn't know adult basic
math classes existed in her town, and the program that could help her
was just a few blocks away from where she lived! So although there
may be good reasons for using "numeracy" among practitioners, let's
hope that "math" appears alongside in the program promotional
materials so adult learners can find the services they need.

I am reminded of a discussion that I was in recently about what to
name a new corporate online workplace ESOL program. One of the
seasoned teachers in the room said, it doesn't really matter as long
as the name begins with "English" because that's what the students
will call it, "English class". And we all agreed.

I have some more questions about the study:

7. On Page 27, you write: ?The mathematical demands of today?s
technological society are different from those of earlier decades.
Some concepts have become more important for coping with the demands
while others are not as critical as they once were.? What are the
concepts that are not as important now, and what concepts are more
important now? (And thanks, Tom Macdonald, for raising the
observations about the relationships of learning technology to
learning numeracy.)

8. As I read the descriptions of ?problem solving? on pages 34-35,
the process resonates with a process that I believe is used by some
visual artists. A sculptor, for example, has to ?organize the
information from the creative problem into a form or model that
enables the artist to ?see? the underlying structure of the problem.
To do that, often sculptors make drawings, look for patterns, and
make models. Has there been research on mathematical or numeracy
problem solving and artistic problem solving and how these thinking
processes might effectively be integrated and strengthen each other
in K-12 schools or adult learning programs? (Thanks, Susan Kidd, for
raising the issue of the relationship of numeracy to the arts.)

9. At the end of the paper you write about the importance of a
?productive disposition? that is, learners having beliefs in their
ability to do numeracy and in its usefulness to them, and having
positive feelings about numeracy. Is this, the affective part of this
component, more important than the other components?  Does it need to
be addressed first, or is it addressed through a teaching and
learning process that weaves together all components equally? Can
this weaving process take place for learners who have very negative
feelings about their ability to do numeracy?

David J. Rosen
Apecial Topics Discussion Leader
djrosen at comcast.net

On Sep 18, 2007, at 8:30 PM, Lynda Ginsburg wrote:

> Hi everyone, including the far flung ones!
>
> To me, I'm also not sure there's a meaningful difference between
> "numeracy" and "mathematical literacy" because we can really define
> them
> as we like.
>
> But, I see an important political issue here in the US in regards
> to the
> terminology. A while back there was a policy document called something
> like "From the margins to the mainstream." The primary focus of the
> policy
> document was literacy, and there was a sentence stating something
> to the
> effect that math was subsumed under "literacy." (The Adult Numeracy
> Network actually responded to this document protesting this limited
> view
> of mathematical learning.)
>
> By talking about "mathematical literacy" within the adult basic ed
> environment, we are using the "L word" and thus continuing to relegate
> math/numeracy instruction and learning to a second tier level,
> subsumed
> under the literacy umbrella. Since the field here has historically
> been so
> focused on literacy, there has been limited attention to and
> recognition
> that teaching and learning math is really very different from
> teaching and
> learning reading/writing.
>
> Those of you from other countries have somehow managed to elevate
> "numeracy" to a relatively equal status with literacy. We couldn't
> convince COABE to title their new journal "Adult Literacy and
> Numeracy,"
> tho the Aussies have one with both words in the title.
>
> So, I vote for the term Numeracy rather than Mathematical Literacy.
>
> I guess this counts as a rant.
>
> Best,
> Lynda
>
> -- 
> Lynda Ginsburg
> Senior Research Associate, MetroMath
> Rutgers University
> tel: 732-445-1409
> -------------------------------

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to learndoc at cox.net

From ginsburg at rci.rutgers.edu  Tue Sep 18 22:30:45 2007
From: ginsburg at rci.rutgers.edu (Lynda Ginsburg)
Date: Tue, 18 Sep 2007 22:30:45 -0400 (EDT)
Subject: [SpecialTopics 690] Re: Productive disposition
In-Reply-To: <00c101c7fa5f$79242ec0$2a640244@computer>
References: <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-8525735A.00456EAD@terc.edu><1170.68.84.41.133.1190161855.squirrel@webmail.rci.rutgers.edu>
	<59A73E16-4F06-4A45-A025-F192E5B8E2B6@comcast.net>
	<00c101c7fa5f$79242ec0$2a640244@computer>
Message-ID: <1330.68.84.41.133.1190169045.squirrel@webmail.rci.rutgers.edu>

Lenny, Pam and David,

I agree that many adults are anxious about math, and it often has to do
with tests. Lenny, your strategy of practicing for the test situation
until some of the fear subsided seems to have worked well.

At the same time, I don't think we should only be concerned with anxiety
that exhibits itself in test situations. As Pam pointed out, feeling
confident and competent has much to do with building the kinds of
dispositions that enable people to move forward. I want learners to be
able to pass tests when they need to, but I also want them to really
believe they can learn math, they can use math when they need to, that
they know that it's pretty normal to get stuck sometimes, but that they
can come back later, with fresh eyes, to something they don't understand.

Many learners have told me that they thought right answers and productive
strategies just popped into other people's heads, but that this didn't
happen for them (back to the inherited math gene...). Part of the
productive disposition component that is a part of becoming competent in
math/numeracy involves seeing oneself as an active participant, who
sometimes goes down wrong paths, but is then willing to try something else
rather than say, "I can't do it."

I agree with Pam that gaining understanding and ownership is key. I think
it's kind of like the self-esteem thing. One person can't "give" someone
else self esteem, but it develops as the person sees him/herself as
competent and able.

Lynda

Lenny wrote:
> Bravo David,
>
> I've been reading strands all day and have been quietly interested in the
> discussions, but I keep going back to my eternal concern that always lies
> at
> the bottom of everyone's list - math anxiety, or in the latest terms -
> ?productive disposition? - attitude is the older term that went along with
> knowledge and skills back when I was struggling with my dissertation.
>
> I have been a teacher and a learner of mathematics for a long time in
> many,
> many different environments and levels, and I have been working in an
> adult
> literacy program for the past three years. My single greatest frustration
> has always been dealing with students' extreme anxiety with mathematics
> tests. I am on the verge of seriously exploring hypnotism as an option.
>
> One quick example - I recently had a student come to me who had passed all
> the GED tests except Math and failed it twice. Now this student was told
> she
> had to have her GED by December, or she would be fired. GED Testing
> Services
> only allows three tests in one subject to be taken in one calendar year in
> the USA(what is the deal with that?) - do you see some anxiety might be
> occurring here on the part of the student? We did some intensive work,
> took
> five official practice tests and passed them all (480 average) and she
> finally went and passed by 40 points.
>
> Until everyone gives attitudes some consideration over the emphasis on
> knowledge and skills, I fear we will get the same results we have always
> gotten - sound familiar?
>
> Lenny Lindstrom
>
> ----- Original Message -----
> From: "David J. Rosen" <djrosen at comcast.net>
> To: <specialtopics at nifl.gov>
> Sent: Tuesday, September 18, 2007 5:58 PM
> Subject: [SpecialTopics 687] Re: "numeracy" vs. "mathematical literacy"
>
>
> Lynda, Mary Jane and Myrna,
>
> Let's look at this question from the perspective of potential adult
> learners.  I have talked to graduates from adult literacy programs --
> adult learner leaders -- who object to the term "literacy" because,
> they said, they could read just fine.  They needed help, they said,
> with math.  They complained that the terms "literacy", or "reading",
> as a name for a program (e.g. "The Literacy Project" "the Adult
> Reading Program" and similar names) obscures that the program offers
> numeracy ("math" as students call this) .  One woman said she went
> for years without getting help because she didn't know adult basic
> math classes existed in her town, and the program that could help her
> was just a few blocks away from where she lived! So although there
> may be good reasons for using "numeracy" among practitioners, let's
> hope that "math" appears alongside in the program promotional
> materials so adult learners can find the services they need.
>
> I am reminded of a discussion that I was in recently about what to
> name a new corporate online workplace ESOL program. One of the
> seasoned teachers in the room said, it doesn't really matter as long
> as the name begins with "English" because that's what the students
> will call it, "English class". And we all agreed.
>
> I have some more questions about the study:
>
> 7. On Page 27, you write: ?The mathematical demands of today?s
> technological society are different from those of earlier decades.
> Some concepts have become more important for coping with the demands
> while others are not as critical as they once were.? What are the
> concepts that are not as important now, and what concepts are more
> important now? (And thanks, Tom Macdonald, for raising the
> observations about the relationships of learning technology to
> learning numeracy.)
>
> 8. As I read the descriptions of ?problem solving? on pages 34-35,
> the process resonates with a process that I believe is used by some
> visual artists. A sculptor, for example, has to ?organize the
> information from the creative problem into a form or model that
> enables the artist to ?see? the underlying structure of the problem.
> To do that, often sculptors make drawings, look for patterns, and
> make models. Has there been research on mathematical or numeracy
> problem solving and artistic problem solving and how these thinking
> processes might effectively be integrated and strengthen each other
> in K-12 schools or adult learning programs? (Thanks, Susan Kidd, for
> raising the issue of the relationship of numeracy to the arts.)
>
> 9. At the end of the paper you write about the importance of a
> ?productive disposition? that is, learners having beliefs in their
> ability to do numeracy and in its usefulness to them, and having
> positive feelings about numeracy. Is this, the affective part of this
> component, more important than the other components?  Does it need to
> be addressed first, or is it addressed through a teaching and
> learning process that weaves together all components equally? Can
> this weaving process take place for learners who have very negative
> feelings about their ability to do numeracy?
>
> David J. Rosen
> Apecial Topics Discussion Leader
> djrosen at comcast.net
>
>
> On Sep 18, 2007, at 8:30 PM, Lynda Ginsburg wrote:
>
>> Hi everyone, including the far flung ones!
>>
>> To me, I'm also not sure there's a meaningful difference between
>> "numeracy" and "mathematical literacy" because we can really define
>> them
>> as we like.
>>
>> But, I see an important political issue here in the US in regards
>> to the
>> terminology. A while back there was a policy document called something
>> like "From the margins to the mainstream." The primary focus of the
>> policy
>> document was literacy, and there was a sentence stating something
>> to the
>> effect that math was subsumed under "literacy." (The Adult Numeracy
>> Network actually responded to this document protesting this limited
>> view
>> of mathematical learning.)
>>
>> By talking about "mathematical literacy" within the adult basic ed
>> environment, we are using the "L word" and thus continuing to relegate
>> math/numeracy instruction and learning to a second tier level,
>> subsumed
>> under the literacy umbrella. Since the field here has historically
>> been so
>> focused on literacy, there has been limited attention to and
>> recognition
>> that teaching and learning math is really very different from
>> teaching and
>> learning reading/writing.
>>
>> Those of you from other countries have somehow managed to elevate
>> "numeracy" to a relatively equal status with literacy. We couldn't
>> convince COABE to title their new journal "Adult Literacy and
>> Numeracy,"
>> tho the Aussies have one with both words in the title.
>>
>> So, I vote for the term Numeracy rather than Mathematical Literacy.
>>
>> I guess this counts as a rant.
>>
>> Best,
>> Lynda
>>
>> --
>> Lynda Ginsburg
>> Senior Research Associate, MetroMath
>> Rutgers University
>> tel: 732-445-1409
>> -------------------------------
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to learndoc at cox.net
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ginsburg at rci.rutgers.edu
>

-- 
Lynda Ginsburg
Senior Research Associate, MetroMath
Rutgers University
tel: 732-445-1409

From davet at cae.edu.au  Tue Sep 18 22:33:12 2007
From: davet at cae.edu.au (Dave Tout)
Date: Wed, 19 Sep 2007 12:33:12 +1000
Subject: [SpecialTopics 691] Re: "numeracy" vs. "mathematical literacy"
Message-ID: <D030C7908ACBEE47AB78EA019F05CFDD0117BD13@cae02>

Hi David and all,

A brief response re the numeracy vs math terminology. I agree learners
often only use and know the term math (or "maths" down under) and in
some of our curriculum frameworks we specifically call our stream
"numeracy AND mathematics". Which some people find a bit unusual.

Cheers

Dave
______________________________________________________
Dave Tout, Manager, Educational Quality and Compliance, CAE
NEW Phone: + 61 3 9657 8118 Fax: + 61 3 9657 8155
Mobile: 0418 526 586
Address: Level 3, 267 Collins St., Melbourne
Postal address: CAE, 253 Flinders Lane, Melbourne VIC 3000
______________________________________________________
 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: 19 September 2007 10:58 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 687] Re: "numeracy" vs. "mathematical literacy"

Lynda, Mary Jane and Myrna,

Let's look at this question from the perspective of potential adult  
learners.  I have talked to graduates from adult literacy programs --  
adult learner leaders -- who object to the term "literacy" because,  
they said, they could read just fine.  They needed help, they said,  
with math.  They complained that the terms "literacy", or "reading",  
as a name for a program (e.g. "The Literacy Project" "the Adult  
Reading Program" and similar names) obscures that the program offers  
numeracy ("math" as students call this) .  One woman said she went  
for years without getting help because she didn't know adult basic  
math classes existed in her town, and the program that could help her  
was just a few blocks away from where she lived! So although there  
may be good reasons for using "numeracy" among practitioners, let's  
hope that "math" appears alongside in the program promotional  
materials so adult learners can find the services they need.

I am reminded of a discussion that I was in recently about what to  
name a new corporate online workplace ESOL program. One of the  
seasoned teachers in the room said, it doesn't really matter as long  
as the name begins with "English" because that's what the students  
will call it, "English class". And we all agreed.

I have some more questions about the study:

7. On Page 27, you write: "The mathematical demands of today's  
technological society are different from those of earlier decades.  
Some concepts have become more important for coping with the demands  
while others are not as critical as they once were." What are the  
concepts that are not as important now, and what concepts are more  
important now? (And thanks, Tom Macdonald, for raising the  
observations about the relationships of learning technology to  
learning numeracy.)

8. As I read the descriptions of "problem solving" on pages 34-35,  
the process resonates with a process that I believe is used by some  
visual artists. A sculptor, for example, has to "organize the  
information from the creative problem into a form or model that  
enables the artist to "see" the underlying structure of the problem.  
To do that, often sculptors make drawings, look for patterns, and  
make models. Has there been research on mathematical or numeracy  
problem solving and artistic problem solving and how these thinking  
processes might effectively be integrated and strengthen each other  
in K-12 schools or adult learning programs? (Thanks, Susan Kidd, for  
raising the issue of the relationship of numeracy to the arts.)

9. At the end of the paper you write about the importance of a  
"productive disposition" that is, learners having beliefs in their  
ability to do numeracy and in its usefulness to them, and having  
positive feelings about numeracy. Is this, the affective part of this  
component, more important than the other components?  Does it need to  
be addressed first, or is it addressed through a teaching and  
learning process that weaves together all components equally? Can  
this weaving process take place for learners who have very negative  
feelings about their ability to do numeracy?

David J. Rosen
Apecial Topics Discussion Leader
djrosen at comcast.net

On Sep 18, 2007, at 8:30 PM, Lynda Ginsburg wrote:

> Hi everyone, including the far flung ones!
>
> To me, I'm also not sure there's a meaningful difference between
> "numeracy" and "mathematical literacy" because we can really define  
> them
> as we like.
>
> But, I see an important political issue here in the US in regards  
> to the
> terminology. A while back there was a policy document called something
> like "From the margins to the mainstream." The primary focus of the  
> policy
> document was literacy, and there was a sentence stating something  
> to the
> effect that math was subsumed under "literacy." (The Adult Numeracy
> Network actually responded to this document protesting this limited  
> view
> of mathematical learning.)
>
> By talking about "mathematical literacy" within the adult basic ed
> environment, we are using the "L word" and thus continuing to relegate
> math/numeracy instruction and learning to a second tier level,  
> subsumed
> under the literacy umbrella. Since the field here has historically  
> been so
> focused on literacy, there has been limited attention to and  
> recognition
> that teaching and learning math is really very different from  
> teaching and
> learning reading/writing.
>
> Those of you from other countries have somehow managed to elevate
> "numeracy" to a relatively equal status with literacy. We couldn't
> convince COABE to title their new journal "Adult Literacy and  
> Numeracy,"
> tho the Aussies have one with both words in the title.
>
> So, I vote for the term Numeracy rather than Mathematical Literacy.
>
> I guess this counts as a rant.
>
> Best,
> Lynda
>
> -- 
> Lynda Ginsburg
> Senior Research Associate, MetroMath
> Rutgers University
> tel: 732-445-1409
> -------------------------------

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to davet at cae.edu.au
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From ginsburg at rci.rutgers.edu  Tue Sep 18 22:44:05 2007
From: ginsburg at rci.rutgers.edu (Lynda Ginsburg)
Date: Tue, 18 Sep 2007 22:44:05 -0400 (EDT)
Subject: [SpecialTopics 692] Re: "numeracy" vs. "mathematical literacy"
In-Reply-To: <59A73E16-4F06-4A45-A025-F192E5B8E2B6@comcast.net>
References: <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-8525735A.00456EAD@terc.edu>
	<1170.68.84.41.133.1190161855.squirrel@webmail.rci.rutgers.edu>
	<59A73E16-4F06-4A45-A025-F192E5B8E2B6@comcast.net>
Message-ID: <1346.68.84.41.133.1190169845.squirrel@webmail.rci.rutgers.edu>

David,

You bring up a very important issue, that of learners' access to math when
programs are identified as Literacy programs. Advertising the availability
of math classes is important, especially because many people realize they
need help with math. I now have to think about the math/numeracy language
from this perspective. As long as numeracy seems to be a foreign word
(even Word can't identify it), perhaps it is also confusing to learners.

Also, however, perhaps there is less stigma to signing up for a math class
rather than a literacy one. People at parties have no trouble telling me
they were never comfortable with math (and would certainly never say  that
about reading).  Virtually no one perceives that participating a
technology class brings uncomfortable or shameful feelings, even if the
class actually has significant literacy/numeracy agendas.

Lynda

David J. Rosen wrote:
> Lynda, Mary Jane and Myrna,
>
> Let's look at this question from the perspective of potential adult
> learners.  I have talked to graduates from adult literacy programs --
> adult learner leaders -- who object to the term "literacy" because,
> they said, they could read just fine.  They needed help, they said,
> with math.  They complained that the terms "literacy", or "reading",
> as a name for a program (e.g. "The Literacy Project" "the Adult
> Reading Program" and similar names) obscures that the program offers
> numeracy ("math" as students call this) .  One woman said she went
> for years without getting help because she didn't know adult basic
> math classes existed in her town, and the program that could help her
> was just a few blocks away from where she lived! So although there
> may be good reasons for using "numeracy" among practitioners, let's
> hope that "math" appears alongside in the program promotional
> materials so adult learners can find the services they need.
>
> I am reminded of a discussion that I was in recently about what to
> name a new corporate online workplace ESOL program. One of the
> seasoned teachers in the room said, it doesn't really matter as long
> as the name begins with "English" because that's what the students
> will call it, "English class". And we all agreed.
>
> I have some more questions about the study:
>
> 7. On Page 27, you write: ?The mathematical demands of today?s
> technological society are different from those of earlier decades.
> Some concepts have become more important for coping with the demands
> while others are not as critical as they once were.? What are the
> concepts that are not as important now, and what concepts are more
> important now? (And thanks, Tom Macdonald, for raising the
> observations about the relationships of learning technology to
> learning numeracy.)
>
> 8. As I read the descriptions of ?problem solving? on pages 34-35,
> the process resonates with a process that I believe is used by some
> visual artists. A sculptor, for example, has to ?organize the
> information from the creative problem into a form or model that
> enables the artist to ?see? the underlying structure of the problem.
> To do that, often sculptors make drawings, look for patterns, and
> make models. Has there been research on mathematical or numeracy
> problem solving and artistic problem solving and how these thinking
> processes might effectively be integrated and strengthen each other
> in K-12 schools or adult learning programs? (Thanks, Susan Kidd, for
> raising the issue of the relationship of numeracy to the arts.)
>
> 9. At the end of the paper you write about the importance of a
> ?productive disposition? that is, learners having beliefs in their
> ability to do numeracy and in its usefulness to them, and having
> positive feelings about numeracy. Is this, the affective part of this
> component, more important than the other components?  Does it need to
> be addressed first, or is it addressed through a teaching and
> learning process that weaves together all components equally? Can
> this weaving process take place for learners who have very negative
> feelings about their ability to do numeracy?
>
> David J. Rosen
> Apecial Topics Discussion Leader
> djrosen at comcast.net
>
>
> On Sep 18, 2007, at 8:30 PM, Lynda Ginsburg wrote:
>
>> Hi everyone, including the far flung ones!
>>
>> To me, I'm also not sure there's a meaningful difference between
>> "numeracy" and "mathematical literacy" because we can really define
>> them
>> as we like.
>>
>> But, I see an important political issue here in the US in regards
>> to the
>> terminology. A while back there was a policy document called something
>> like "From the margins to the mainstream." The primary focus of the
>> policy
>> document was literacy, and there was a sentence stating something
>> to the
>> effect that math was subsumed under "literacy." (The Adult Numeracy
>> Network actually responded to this document protesting this limited
>> view
>> of mathematical learning.)
>>
>> By talking about "mathematical literacy" within the adult basic ed
>> environment, we are using the "L word" and thus continuing to relegate
>> math/numeracy instruction and learning to a second tier level,
>> subsumed
>> under the literacy umbrella. Since the field here has historically
>> been so
>> focused on literacy, there has been limited attention to and
>> recognition
>> that teaching and learning math is really very different from
>> teaching and
>> learning reading/writing.
>>
>> Those of you from other countries have somehow managed to elevate
>> "numeracy" to a relatively equal status with literacy. We couldn't
>> convince COABE to title their new journal "Adult Literacy and
>> Numeracy,"
>> tho the Aussies have one with both words in the title.
>>
>> So, I vote for the term Numeracy rather than Mathematical Literacy.
>>
>> I guess this counts as a rant.
>>
>> Best,
>> Lynda
>>
>> --
>> Lynda Ginsburg
>> Senior Research Associate, MetroMath
>> Rutgers University
>> tel: 732-445-1409
>> -------------------------------
>
>
>
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to ginsburg at rci.rutgers.edu
>

-- 
Lynda Ginsburg
Senior Research Associate, MetroMath
Rutgers University
tel: 732-445-1409

From mschnec at localnet.com  Wed Sep 19 08:17:58 2007
From: mschnec at localnet.com (mary)
Date: Wed, 19 Sep 2007 08:17:58 -0400
Subject: [SpecialTopics 693] Re: "numeracy" vs. "mathematical literacy"
References: <ceb.1b2f65a0.3421d972@aol.com>
Message-ID: <00bf01c7fab7$1e696010$5d645f45@mschneckenburger>

HI Pam! And All, One of the major ways I lost my math phobia was when I began to understand its processes as I used manipulatives while teaching math to other adults. One of the major ways I had accumulated math phobia a few decades earlier was through being taught in ways that gave me no understanding. ON a different note though, I must add that the other and equally important way I developed my math fears was because I had not learned math facts at the point they had become important for the ability to ?speak math? with fluency and automaticity.  As a reading teacher, I know that to read in English without stumbling, one must know what sounds to say for the symbols in the text and this skill needs to become automatic. For me, not knowing the math facts prevented me from becoming fluent as much as the lack of understandings. I don?t know but perhaps use of manipulatives might have helped me to learn those facts better.  A related point to math attitudes is the gender issue. As a (girl) child I was told that girls weren?t good at math. This problem is not entirely gone in the younger generations and may certainly still be a factor for people my age.  Regarding the term literacy to include math, I think this was brought about as a reminder that we do need math to survive in our everyday lives. I agree that students will not recognize math as a part of literacy though. However, they will not recognize the word numeracy either.  My son is a computer animator and was so surprised when entering the field, he found that one used all kinds of math, especially geometry to create the work. I though it was a shame that these real life applications are not made apparent during the teaching of math or whatever it is called. Knowing the relevance of processes to interests of students (how about relevance of fractions to music, for example) will also help with dispositions.   Mary Schneckenburger 

Program Coordinator

Literacy Volunteers-Androscoggin

Auburn Hall, Court St., Auburn, Maine 04350

mschnec at juno.com

  ----- Original Message ----- 
  From: Mdr151 at aol.com 
  To: specialtopics at nifl.gov 
  Sent: Tuesday, September 18, 2007 9:46 PM
  Subject: [SpecialTopics 688] Re: "numeracy" vs. "mathematical literacy"

  In a message dated 9/18/2007 8:01:59 P.M. Eastern Standard Time, djrosen at comcast.net writes:
    . At the end of the paper you write about the importance of a  
    ?productive disposition? that is, learners having beliefs in their  
    ability to do numeracy and in its usefulness to them, and having  
    positive feelings about numeracy. Is this, the affective part of this  
    component, more important than the other components?  Does it need to  
    be addressed first, or is it addressed through a teaching and  
    learning process that weaves together all components equally? Can  
    this weaving process take place for learners who have very negative  
    feelings about their ability to do numeracy?

  I have been lurking reading all the wonderful responses but do want to weigh in on this one.  I believe the productive disposition to be very important.  Brain research has concluded that most learning passes through the emotional part of the brain first. If a student is stressed or scared, the system shuts down. However to overcome the "fear factor", I believe addressing the other subcomponents especially conceptual understanding help to lessen the fear.  Many students that I have surveyed say they don't like math or fear math because they never understood it. Developing conceptual understanding either through use of manipulatives, journal writing, discovery labs, etc. helps students feel engaged and less fearful of a subject they previously had felt doomed to stumble through.

  Pam Meader
  Math Chair, Portland Adult Education
  Portland, Maine
  Past President Adult Numeracy Network

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From tom_macdonald at terc.edu  Wed Sep 19 09:32:05 2007
From: tom_macdonald at terc.edu (Tom Macdonald)
Date: Wed, 19 Sep 2007 09:32:05 -0400
Subject: [SpecialTopics 694] Re: "numeracy" vs. "mathematical literacy"
In-Reply-To: <D030C7908ACBEE47AB78EA019F05CFDD0117BD13@cae02>
Message-ID: <OF2A3E4272.47CADE28-ON8525735B.00485759-8525735B.004A5927@terc.edu>

Hi Dave and all,

I was struck by this phrase from your first post:

--I stir the pot by drawing a Venn diagram with numeracy being a nice big 
circle and math being a circle smaller than numeracy with most of math 
being inside the numeracy circle!

Also this phrase from Mathematics and Democracy:

--Numeracy is not just one among many subjects but an integral part of all 
subjects.

What if we move from "the pot" to a different container (say, a frying 
pan, to be closer to the fire....) and say that a) mathematics 
b)reading/writing are two overlapping small circles; that c)literacy is a 
circle which encircles [most of] a) and [all of] b); and that d) numeracy 
is The Big Kahuna that encircles them all. After all, Pythagoras said that 
"everything is number" (...though you may ask, "Yes, Pythagoras was a 
mathematician, but was he numerate?")

(And if numeracy were the big circle, yes, Esther, the pedagogy might need 
to change...)

"Dave Tout" <davet at cae.edu.au> 
Sent by: specialtopics-bounces at nifl.gov
09/19/07 07:05 AM
Please respond to
specialtopics at nifl.gov

To
<specialtopics at nifl.gov>
cc

Subject
[SpecialTopics 691] Re: "numeracy" vs. "mathematical literacy"

Hi David and all,

A brief response re the numeracy vs math terminology. I agree learners
often only use and know the term math (or "maths" down under) and in
some of our curriculum frameworks we specifically call our stream
"numeracy AND mathematics". Which some people find a bit unusual.

Cheers

Dave
______________________________________________________
Dave Tout, Manager, Educational Quality and Compliance, CAE
NEW Phone: + 61 3 9657 8118 Fax: + 61 3 9657 8155
Mobile: 0418 526 586
Address: Level 3, 267 Collins St., Melbourne
Postal address: CAE, 253 Flinders Lane, Melbourne VIC 3000
______________________________________________________
 

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: 19 September 2007 10:58 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 687] Re: "numeracy" vs. "mathematical literacy"

Lynda, Mary Jane and Myrna,

Let's look at this question from the perspective of potential adult 
learners.  I have talked to graduates from adult literacy programs -- 
adult learner leaders -- who object to the term "literacy" because, 
they said, they could read just fine.  They needed help, they said, 
with math.  They complained that the terms "literacy", or "reading", 
as a name for a program (e.g. "The Literacy Project" "the Adult 
Reading Program" and similar names) obscures that the program offers 
numeracy ("math" as students call this) .  One woman said she went 
for years without getting help because she didn't know adult basic 
math classes existed in her town, and the program that could help her 
was just a few blocks away from where she lived! So although there 
may be good reasons for using "numeracy" among practitioners, let's 
hope that "math" appears alongside in the program promotional 
materials so adult learners can find the services they need.

I am reminded of a discussion that I was in recently about what to 
name a new corporate online workplace ESOL program. One of the 
seasoned teachers in the room said, it doesn't really matter as long 
as the name begins with "English" because that's what the students 
will call it, "English class". And we all agreed.

I have some more questions about the study:

7. On Page 27, you write: "The mathematical demands of today's 
technological society are different from those of earlier decades. 
Some concepts have become more important for coping with the demands 
while others are not as critical as they once were." What are the 
concepts that are not as important now, and what concepts are more 
important now? (And thanks, Tom Macdonald, for raising the 
observations about the relationships of learning technology to 
learning numeracy.)

8. As I read the descriptions of "problem solving" on pages 34-35, 
the process resonates with a process that I believe is used by some 
visual artists. A sculptor, for example, has to "organize the 
information from the creative problem into a form or model that 
enables the artist to "see" the underlying structure of the problem. 
To do that, often sculptors make drawings, look for patterns, and 
make models. Has there been research on mathematical or numeracy 
problem solving and artistic problem solving and how these thinking 
processes might effectively be integrated and strengthen each other 
in K-12 schools or adult learning programs? (Thanks, Susan Kidd, for 
raising the issue of the relationship of numeracy to the arts.)

9. At the end of the paper you write about the importance of a 
"productive disposition" that is, learners having beliefs in their 
ability to do numeracy and in its usefulness to them, and having 
positive feelings about numeracy. Is this, the affective part of this 
component, more important than the other components?  Does it need to 
be addressed first, or is it addressed through a teaching and 
learning process that weaves together all components equally? Can 
this weaving process take place for learners who have very negative 
feelings about their ability to do numeracy?

David J. Rosen
Apecial Topics Discussion Leader
djrosen at comcast.net

On Sep 18, 2007, at 8:30 PM, Lynda Ginsburg wrote:

> Hi everyone, including the far flung ones!
>
> To me, I'm also not sure there's a meaningful difference between
> "numeracy" and "mathematical literacy" because we can really define 
> them
> as we like.
>
> But, I see an important political issue here in the US in regards 
> to the
> terminology. A while back there was a policy document called something
> like "From the margins to the mainstream." The primary focus of the 
> policy
> document was literacy, and there was a sentence stating something 
> to the
> effect that math was subsumed under "literacy." (The Adult Numeracy
> Network actually responded to this document protesting this limited 
> view
> of mathematical learning.)
>
> By talking about "mathematical literacy" within the adult basic ed
> environment, we are using the "L word" and thus continuing to relegate
> math/numeracy instruction and learning to a second tier level, 
> subsumed
> under the literacy umbrella. Since the field here has historically 
> been so
> focused on literacy, there has been limited attention to and 
> recognition
> that teaching and learning math is really very different from 
> teaching and
> learning reading/writing.
>
> Those of you from other countries have somehow managed to elevate
> "numeracy" to a relatively equal status with literacy. We couldn't
> convince COABE to title their new journal "Adult Literacy and 
> Numeracy,"
> tho the Aussies have one with both words in the title.
>
> So, I vote for the term Numeracy rather than Mathematical Literacy.
>
> I guess this counts as a rant.
>
> Best,
> Lynda
>
> -- 
> Lynda Ginsburg
> Senior Research Associate, MetroMath
> Rutgers University
> tel: 732-445-1409
> -------------------------------

-------------------------------
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From melvinr at kckcc.edu  Wed Sep 19 12:48:16 2007
From: melvinr at kckcc.edu (Melvin Rice)
Date: Wed, 19 Sep 2007 11:48:16 -0500
Subject: [SpecialTopics 695]   Re: Productive disposition
Message-ID: <46F10C90.6FA4.0093.1@kckcc.edu>

>>> "Lynda Ginsburg" <ginsburg at rci.rutgers.edu> 9/18/2007 9:30 PM >>>
Lenny, Pam and David,

I agree that many adults are anxious about math, and it often has to do
with tests. Lenny, your strategy of practicing for the test situation
until some of the fear subsided seems to have worked well.

In addition to anxiety there may be the possibility of a math specific learning disability. I read an interesting article in the NCSALL publication "Focus on Basics" on a condition called Dyscalculia. The article is available on line at http://www.ncsall.net/?id=325 . According to the article there are some specific signs of this condition, many of which I have seen in a couple of my students. 
 
Melvin
 
Melvin Rice
ABE Instructor
Kansas City Kansas Community College
melvinr at kckcc.edu 
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From mary_jane_schmitt at terc.edu  Wed Sep 19 16:33:42 2007
From: mary_jane_schmitt at terc.edu (Mary Jane Schmitt)
Date: Wed, 19 Sep 2007 16:33:42 -0400
Subject: [SpecialTopics 696] Re: SpecialTopics Digest, Vol 14,
 Issue 30 Adult Numeracy
In-Reply-To: <30937367.1190150034056.JavaMail.root@wmvirt1>
Message-ID: <OF506A4826.C0534BCE-ON8525735B.0070CDE4-8525735B.0070F3D3@terc.edu>

Just a clarification about the difference between EMPower and TIAN - they 
are not the same.

EMPower is a set of curriculum materials originally written  for adults in 
ABE and ASE, but also used in developmental math courses in community 
college and alternative high schools. The curriculum was developed by a 
team of adult math educators at TERC and is now available at Key 
Curriculum Press where there are sample downloadable lessons. You can get 
complete information at http://www.keypress.com/x5153.xml.

TIAN (Teachers Investigating Adult Numeracy) is a professional development 
initiative currently developing a model for standards-based mathematics 
professional development for adult basic education teachers. The model was 
piloted, and field tested during 2005-2007 in six states (MA, OH, RI, AZ, 
KS, and LA). Some of the EMPower units were used as a resource for the 
TIAN project. TIAN is a collaboration of the Center for Literacy Studies 
at the University of Tennessee and TERC. The TIAN Project is continuing to 
support those states' teachers during 2007-2008. To learn more about the 
TIAN project go to: http://adultnumeracy.terc.edu/TIAN_home.html

Mary Jane Schmitt

<marty.lopinto at fuse.net> 
Sent by: specialtopics-bounces at nifl.gov
09/18/07 05:16 PM
Please respond to
specialtopics at nifl.gov

To
specialtopics at nifl.gov
cc

Subject
[SpecialTopics 681] Re: SpecialTopics Digest, Vol 14, Issue 30 Adult 
Numeracy

You can also find them at 
www.keypress.com
Marty Lopinto

--
Marty Lopinto

---- marty.lopinto at fuse.net wrote: 
> 
> I use the Empower Books also!  Great hands on exploratory lessons.
> Go to www.peppercornbooks.com
> Good Luck
> They are worth spending the money on & they are reproducible!!!
> Marty Lopinto
> Great Oaks ABLE
> Cincinnati, Ohio
> 
> --
> Marty Lopinto
> 
> ---- kdowdy at austincc.edu wrote: 
> > Hi Mari,
> > 
> > I would love to know more about the TIAN materials.  Are they books, 
> > manipulatives, or a combination there of?  Also how might you go about 

> > ordering these materials?
> > 
> > Thanks so much,
> > Kathy Dowdy
> > Austin Community College-Adult Education
> > 
> > Mari John <mjohn at kats.tec.ks.us> said:
> > 
> > > I started teaching from the TIAN materials (fractions, decimals and 
> > percents book) and they're wonderful.  One of my students said the 
visual 
> > number line and the "half of a half" concept for understanding 
one-fourth of 
> > a number has given her a new understanding of fractions.  She's very 
bright 
> > in reading and writing but has always struggled with math.  Others 
have 
> > also "religiously" used that number line to understand the concept of 
> > breaking down a whole number into fractions.  I taught from the data 
and 
> > graph and algebra book last year.   I heard similar comments:  "They 
never 
> > taught us this way when I was in school"!!
> > > 
> > > Mari John
> > > Kansas
> > > 
> > > -----Original Message-----
> > > From: specialtopics-bounces at nifl.gov [mailto:specialtopics-
> > bounces at nifl.gov] On Behalf Of specialtopics-request at nifl.gov
> > > Sent: Tuesday, September 18, 2007 11:00 AM
> > > To: specialtopics at nifl.gov
> > > Subject: SpecialTopics Digest, Vol 14, Issue 30
> > > 
> > > Send SpecialTopics mailing list submissions to
> > >         specialtopics at nifl.gov
> > > 
> > > To subscribe or unsubscribe via the World Wide Web, visit
> > >         http://www.nifl.gov/mailman/listinfo/specialtopics
> > > or, via email, send a message with subject or body 'help' to
> > >         specialtopics-request at nifl.gov
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> > > When replying, please edit your Subject line so it is more specific
> > > than "Re: Contents of SpecialTopics digest..."
> > > 
> > > 
> > > Today's Topics:
> > > 
> > >    1. [SpecialTopics 664] Re: Components of Numeracy/Manipulatives
> > >       (Lynda Ginsburg)
> > >    2. [SpecialTopics 665]  Components of Numeracy (David J. Rosen)
> > >    3. [SpecialTopics 666] Re: Numeracy-Children vs. Adult
> > >       (Lynda Ginsburg)
> > >    4. [SpecialTopics 667] Re: International Discussion Ends     and
> > >       Numeracy  Discussion Begins (Mary Jane Schmitt)
> > > 
> > > 
> > > 
----------------------------------------------------------------------
> > > 
> > > Message: 1
> > > Date: Mon, 17 Sep 2007 20:33:26 -0400 (EDT)
> > > From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>
> > > Subject: [SpecialTopics 664] Re: Components of 
Numeracy/Manipulatives
> > > To: specialtopics at nifl.gov
> > > Message-ID:
> > > <1155.68.84.41.133.1190075606.squirrel at webmail.rci.rutgers.edu>
> > > Content-Type: text/plain;charset=iso-8859-1
> > > 
> > > Hi all,
> > > 
> > > I have used measuring tools, particularly rulers and tape measures, 
as
> > > "concrete manipulatives" to help learners "see" fractions and 
decimals
> > > (cm. rulers or tapes). The topic is ostensibly measurement, which
> > > virtually every adult has found useful and worthwhile, and the need 
for
> > > fractions or decimals is quite apparent. Equivalent fractions make 
sense
> > > on a ruler, as do adding and subtracting fractions.
> > > 
> > > It has also been fun to have groups of learners design their ideal 
house
> > > or apartment, draw it on graph paper to scale, and then make scale 
models
> > > with cardboard. Lots of proportional reasoning, measurement, etc. 
People
> > > have even built small cardboard furniture and brought in toy cars 
for the
> > > driveway or street. Problem-based learning, collaboration, need to
> > > communicate mathematically, and lots of math issues arise.
> > > 
> > > 
> > > Lynda
> > > 
> > > Mary Wooten wrote:
> > > > Manipulatives--
> > > >
> > > > I'm so glad someone is interested in manipulatives.  We actively 
use
> > > > manipulatives in all our ABE/GED math classes to illustrate 
concrete and
> > > > abstract concepts, concretely for students.  It is a way of 
illustrating
> > > > a concept.  We have a wonderful response from students, in 
general.
> > > >
> > > > We use them both with small groups and individually.
> > > >
> > > > The key to acceptance with adults is modeling use of them and 
having
> > > > them out and available in the classroom as a rule of thumb, not an
> > > > exception.  We like the rolling plastic drawers to store them in 
so we
> > > > can pull them around the room.
> > > >
> > > > We have obtained most of our manipulatives through the Summit 
Learning
> > > > Company.  We have quite a few but ones we use most often are:
> > > > Multiplication Wraps- great for abstracting times tables, Clock to 
show
> > > > elapsed time,  large cardboard Thermometer - for positive and 
negative
> > > > numbers; fraction tiles, dice, Pizza game- great for fractions 
with a
> > > > group, decimal/fraction/ percent dominoes.
> > > >
> > > > Teachers do need to be trained on these and encouraged to use 
them.
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > > Mary S. Wooten  M.Ed.
> > > >
> > > > GED Coordinator
> > > >
> > > > Adult Basic Education
> > > >
> > > > Santa Fe Community College
> > > >
> > > > Santa Fe, NM 87508
> > > >
> > > > Phone  (505) 428-1329
> > > >
> > > >
> > > >
> > > > -----Original Message-----
> > > > From: specialtopics-bounces at nifl.gov
> > > > [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau
> > > > Sent: Sunday, September 16, 2007 4:49 PM
> > > > To: specialtopics at nifl.gov
> > > > Subject: [SpecialTopics 652] Re: Components of Numeracy
> > > >
> > > >
> > > >
> > > > I am interested in the use of manipulatives in the adult ed math
> > > > classroom.  How are manipulatives used?  How do you introduce
> > > > manipulatives to adults?  Do you use manipulatives in an 
individualized
> > > > setting?  What are your favorite manipulatives?
> > > > Thanks,
> > > > Kathie
> > > > Billings, Montana
> > > >
> > > >
> > > > -----Original Message-----
> > > > From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen
> > > > Sent: Sun 9/16/2007 5:44 AM
> > > > To: specialtopics at nifl.gov
> > > > Subject: [SpecialTopics 649]  Components of Numeracy
> > > >
> > > > Colleagues,
> > > >
> > > > Some of you have emailed me that you have been eagerly awaiting 
the
> > > > discussion on the components of numeracy study.
> > > >
> > > > To get full benefit from the discussion this week you will need to
> > > > prepare.  It won't take long.  You'll find links to the readings 
at:
> > > >
> > > > 
http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html
> > > >
> > > > or the short Web address:
> > > >
> > > > http://tinyurl.com/yvo6hf
> > > >
> > > >
> > > > So far I have not received any questions from subscribers.  Please
> > > > read the preparation documents and then e-malil your questions to 
me
> > > > or to the list today.
> > > >
> > > > Thanks,
> > > >
> > > > David J. Rosen
> > > > Special Topics Discussion Moderator
> > > > djrosen at comcast.net
> > > >
> > > >
> > > >
> > > >
> > > >
> > > > -------------------------------
> > > > National Institute for Literacy
> > > > Special Topics mailing list
> > > > SpecialTopics at nifl.gov
> > > > To unsubscribe or change your subscription settings, please go to
> > > > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > > > Email delivered to ginsburg at rci.rutgers.edu
> > > 
> > > 
> > > --
> > > Lynda Ginsburg
> > > Senior Research Associate, MetroMath
> > > Rutgers University
> > > tel: 732-445-1409
> > > 
> > > 
> > > ------------------------------
> > > 
> > > Message: 2
> > > Date: Mon, 17 Sep 2007 22:12:42 -0400
> > > From: "David J. Rosen" <djrosen at comcast.net>
> > > Subject: [SpecialTopics 665]  Components of Numeracy
> > > To: specialtopics at nifl.gov
> > > Message-ID: <9EF504A9-BB0A-4873-A4D9-74B1EBE8D3FB at comcast.net>
> > > Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;
> > >         format=flowed
> > > 
> > > Colleagues,
> > > 
> > > I do hope our guest authors might address the three questions I 
posed
> > > yesterday, and here are  three more:
> > > 
> > > 4. One difference, that you point out in the study on page 15,
> > > between how children and adults learn numeracy is ?The inclusion of
> > > societal contexts in adult-focused frameworks stands in marked
> > > contrast to the exclusion of such contexts in school-based
> > > frameworks.?  Are there other differences?
> > > 
> > > 5. I have been looking at some numeracy teaching/teacher training
> > > videos, for example:
> > > 
> > > http://mlots.org (?Ratio and Proportion?)
> > > http://www.teachersnetwork.org/media/index.cfm (?Real Math?)
> > > 
> > > Most of the videos I have found are focused on children; very few 
are
> > > focused on adults; but the approaches are similar: getting teachers
> > > comfortable in the language and use of numeracy thinking, organizing
> > > classrooms so students are actively engaged in discovery of numeracy
> > > concepts, and helping learners make those concepts and related 
skills
> > > their own. What do you see as the similarities between how children
> > > and adults ideally should learn numeracy?
> > > 
> > > 6. On pages 16-17 of the study you describe a continuum of
> > > contextualization and give examples of two very different word
> > > problem learning activities, the opposite ends of the spectrum. The
> > > first is a decontextualized opportunity to practice some recently-
> > > taught skills ? an activity that is ?realistic?, not ?real?. The
> > > second grows from a real-life context where students do not have
> > > clues, other that the context of the problem itself, for what
> > > numeracy is needed. I wonder if you have other examples along the
> > > continuum that you could share.
> > > 
> > > David J. Rosen
> > > Special Topics Discussion Moderator
> > > djrosen at comcast.net
> > > 
> > > 
> > > 
> > > 
> > > ------------------------------
> > > 
> > > Message: 3
> > > Date: Tue, 18 Sep 2007 00:19:38 -0400 (EDT)
> > > From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>
> > > Subject: [SpecialTopics 666] Re: Numeracy-Children vs. Adult
> > > To: specialtopics at nifl.gov
> > > Message-ID:
> > > <1381.68.84.41.133.1190089178.squirrel at webmail.rci.rutgers.edu>
> > > Content-Type: text/plain;charset=iso-8859-1
> > > 
> > > Hi David et al,
> > > 
> > > I wanted to comment on some of the issues you raised about the 
differences
> > > between children's and adults' experiences learning math/numeracy. 
To me,
> > > one of the primary differences is the whole idea of learning math 
vs.
> > > learning numeracy.
> > > 
> > > In school, children are generally learning math so that they can go 
on to
> > > and be successful in higher levels of math. Children are full time
> > > students; that's pretty much what they do. While there is an 
assumption
> > > that the math children learn will be available for other, everyday
> > > purposes, meeting those purposes (usually expected to be in the 
future) is
> > > not generally the goal of school.  Thus, our statement about the 
exclusion
> > > of societal contexts in school math. I know that's a gross 
generalization,
> > > but I think it's often true. Just think about "word problems" that 
have
> > > sometimes been promoted as "real world applications." Word problems 
are
> > > virtually always contrived, pretty formulaic, and function as
> > > computational examples with words, and usually aren't very
> > > realistic/meaningful to the learner (When was the last time a 
teenager
> > > really needed to figure out when the two trains would meet? For that
> > > matter, when was the last time you needed to figure that out?). Most 
of us
> > > noticed pretty quickly that the word problems following the pages on
> > > multiplying fractions could all be solved by multiplying the 
fractions
> > > between the words.
> > > 
> > > On the other hand, we have been thinking of "numeracy" as being 
integrally
> > > connected with real world activity, continuously crossing the
> > > school/everyday life chasm. Adult learners have one foot in the 
classroom
> > > and the other in the outside world. They bring that world into the
> > > classroom with their experiences, and they should be able to bring 
their
> > > classroom-based learning out to their real lives. Tasks and problems 
in
> > > real life are messy, call for judgements, estimations, and 
assumptions.
> > > Math becomes a tool, not an end in itself.
> > > 
> > > Without getting into the whole "math wars" thing, the K-12 math 
reform
> > > movement has tried to shift the emphasis of school math learning 
from a
> > > focus on acquiring and mastering decontextualized computation skills 
to a
> > > focus on developing conceptual understanding. To me, this is a shift
> > > towards my vision of numeracy.
> > > 
> > > Getting back to your question about the teacher training videos that 
show
> > > children exploring, talking about math concepts, struggling with 
making
> > > meaning of the math -- I agree these are similar to what I would 
like to
> > > see in adult ed classes. The few existing videos of adult ed math
> > > instruction are also in this vein (from the TIAN/EMPower projects, 
from
> > > NCAL's PDK, others?) Generally all these videos are from reform 
classes,
> > > often from National Science Foundation curriculum projects. I think 
these
> > > video tapes have been created from the need for teachers (K-12 & 
adult ed)
> > > to be able to see what a different kind of instruction might look 
like,
> > > especially since most teachers didn't experience this kind of 
schooling
> > > themselves. [I know that this was the rationale behind "Captured 
Wisdom"
> > > which focused on using technology in the classroom].
> > > 
> > > That said, I am sure there are also some videos out there promoting 
rote
> > > learning of math facts, but we all already know what that looks 
like.
> > > 
> > > Sorry to be rambling,
> > > Lynda
> > > 
> > > 
> > > David J. Rosen wrote:
> > > > Colleagues,
> > > >
> > > > I do hope our guest authors might address the three questions I 
posed
> > > > yesterday, and here are  three more:
> > > >
> > > > 4. One difference, that you point out in the study on page 15,
> > > > between how children and adults learn numeracy is ?The inclusion 
of
> > > > societal contexts in adult-focused frameworks stands in marked
> > > > contrast to the exclusion of such contexts in school-based
> > > > frameworks.?  Are there other differences?
> > > >
> > > > 5. I have been looking at some numeracy teaching/teacher training
> > > > videos, for example:
> > > >
> > > > http://mlots.org (?Ratio and Proportion?)
> > > > http://www.teachersnetwork.org/media/index.cfm (?Real Math?)
> > > >
> > > > Most of the videos I have found are focused on children; very few 
are
> > > > focused on adults; but the approaches are similar: getting 
teachers
> > > > comfortable in the language and use of numeracy thinking, 
organizing
> > > > classrooms so students are actively engaged in discovery of 
numeracy
> > > > concepts, and helping learners make those concepts and related 
skills
> > > > their own. What do you see as the similarities between how 
children
> > > > and adults ideally should learn numeracy?
> > > >
> > > > 6. On pages 16-17 of the study you describe a continuum of
> > > > contextualization and give examples of two very different word
> > > > problem learning activities, the opposite ends of the spectrum. 
The
> > > > first is a decontextualized opportunity to practice some recently-
> > > > taught skills ? an activity that is ?realistic?, not ?real?. The
> > > > second grows from a real-life context where students do not have
> > > > clues, other that the context of the problem itself, for what
> > > > numeracy is needed. I wonder if you have other examples along the
> > > > continuum that you could share.
> > > >
> > > > David J. Rosen
> > > > Special Topics Discussion Moderator
> > > > djrosen at comcast.net
> > > >
> > > >
> > > > -------------------------------
> > > > National Institute for Literacy
> > > > Special Topics mailing list
> > > > SpecialTopics at nifl.gov
> > > > To unsubscribe or change your subscription settings, please go to
> > > > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > > > Email delivered to ginsburg at rci.rutgers.edu
> > > >
> > > 
> > > 
> > > --
> > > Lynda Ginsburg
> > > Senior Research Associate, MetroMath
> > > Rutgers University
> > > tel: 732-445-1409
> > > 
> > > 
> > > ------------------------------
> > > 
> > > Message: 4
> > > Date: Tue, 18 Sep 2007 08:38:23 -0400
> > > From: Mary Jane Schmitt <mary_jane_schmitt at terc.edu>
> > > Subject: [SpecialTopics 667] Re: International Discussion Ends  and
> > >         Numeracy        Discussion Begins
> > > To: specialtopics at nifl.gov
> > > Message-ID:
> > >         <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-
> > 8525735A.00456EAD at terc.edu>
> > > Content-Type: text/plain; charset="utf-8"
> > > 
> > > Hi Louise
> > > 
> > > Yes, current versions of spell-check reject the word numeracy, even 
though
> > > its usage is becoming more common. When we used it in our papers, we
> > > generally meant adult numeracy. Early childhood numeracy* is 
different
> > > because numeracy does depend upon context - and age can be thought 
of as a
> > > contextual  and a cognitive factor. The math appropriate for a 
3-year old
> > > to learn, understand, and be able to do is different for an adult. 
On the
> > > other hand, all age groups are included when being numerate is 
defined as
> > > having `the ability and inclination to use mathematics effectively 
in our
> > > lives--at home, at work, and in the community' (New Zealand Ministry 
of
> > > Education, 2001).
> > > 
> > > As far as far as the relationship among mathematics, literacy, and
> > > numeracy, some  use a Venn diagram to illustrate numeracy as the
> > > intersection of mathematics and literacy - that might be a better 
analogy
> > > than a bridge between math and literacy. In fact, we see the term
> > > "mathematical literacy" to be synonymous with numeracy.
> > > 
> > > * An aside, as we meant to focus on adult numeracy during this 
discussion:
> > >  There is a rich body of research on early numeracy development, 
even in
> > > infants. I am fascinated by studies that have shown 6-month olds to 
be
> > > aware of subtraction errors (as evidenced by extended gaze), or the 
idea
> > > that babies can subitize, (recognize small quantities without 
counting) .
> > > Australia and New Zealand have early numeracy educational 
initiatives that
> > > are very interesting. I think Dave Tout and I stand corrected on the 
K-12
> > > designation for "school math before reaching adulthood."  Even 
though many
> > > of the documents we referred to focused on K-12, we could have 
included
> > > pre-K.
> > > 
> > > Take care,
> > > Mary Jane
> > > 
> > > 
> > > Mary Jane Schmitt
> > > TERC
> > > 2067 Massachusetts Avenue
> > > Cambridge, MA  02140
> > > mary_jane_schmitt at terc.edu
> > > www.adultnumeracy at terc.edu
> > > 
> > > 
> > > 
> > > 
> > > Louise Wiener <lwiener at llfinc.org>
> > > Sent by: specialtopics-bounces at nifl.gov
> > > 09/17/07 10:02 PM
> > > Please respond to
> > > specialtopics at nifl.gov
> > > 
> > > 
> > > To
> > > <specialtopics at nifl.gov>
> > > cc
> > > 
> > > Subject
> > > [SpecialTopics 663] Re: International Discussion Ends and Numeracy
> > > Discussion Begins
> > > 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > Dear David,
> > > 
> > > I found the Tout and Schmitt chapter particularly invigorating and
> > > challenging and hope Dr. Schmitt might comment on two thoughts for
> > > starters.
> > > 
> > > I was surprised at the frequent reference to K-12 with almost no 
reference
> > > to pre-K.  I first became familiar with the term numeracy in the 
context
> > > of Head Start standards. Is there research on numeracy in the early
> > > childhood field ? or has the name alone been adopted?
> > > 
> > > I was struck, too, by the reference to numeracy as the bridge 
between
> > > mathematics and the real world. I see it  equally as the bridge 
between
> > > mathematics and literacy because  it captures (builds on?) the 
language
> > > and concepts of math as contrasted with the pure computation of 
math.
> > > 
> > > You will note that at least my spell-check rejects ?numeracy? as a 
valid
> > > word.  Perhaps we should start by lobbying there!
> > > 
> > > Thank you, Louise
> > > --
> > > Louise W. Wiener, Chairman of the Board
> > >     Learning and Leadership in Families
> > >     2701 12th Street NE
> > >     Washington, DC 20018
> > > 
> > >     Mobile Phone: 301-213-6516
> > >     Office Phone: 202-243-7783
> > >     Website: www.LLFinc.org
> > >     Email: lwiener at LLFinc.org
> > > 
> > >     United Way / CFC # 8981
> > > 
> > > 
> > >   On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:
> > > 
> > > Special Topics Colleagues,
> > > 
> > > I want to thank our guests for the topic:  What International 
Literacy
> > > Programs Offer Programs in the U.S. : Brenda Bell, Pamela Civins, 
Dr. John
> > > Comings, Barbara Garner, Dr. Erik Jacobson, Juliet Merrifield, and 
Dr.
> > > Ujwala Samant. I know we have only scratched the surfaces of several
> > > issues here in this one short week, but the discussion has been
> > > tantalizing.  I also want to thank Oxfam for making the book 
Developing
> > > Adult Literacy: Approaches to planning, implementing and delivering
> > > literacy initiatives by Juliet Merrifield Juliet McCaffrey, and 
Juliet
> > > Millican available by download free for this discussion. It will be
> > > available in hard copy on September 30, 2007.
> > > 
> > > This marks the end of the international literacy discussion, for now 
at
> > > least.
> > > 
> > > On Monday we will begin a new discussion on The Components of 
Numeracy
> > >  with Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an 
occasional
> > > paper published by the National Center for the Study of Adult 
Learning
> > > and Literacy.
> > > 
> > > For more information, and a short list of readings to prepare for 
the
> > > discussion please go to:
> > > 
> > > http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html
> > > 
> > > or the short Web address:
> > > 
> > > http://tinyurl.com/yvo6hf
> > > 
> > > Please e-mail your questions for our numeracy guest experts
> > > to specialtopics at nifl.gov
> > > 
> > > Your colleagues who may wish to join this discussion can subscribe
> > > by going to:
> > > 
> > > http://www.nifl.gov/mailman/listinfo/specialtopics
> > > 
> > > After they complete a simple registration form (30 seconds) they
> > > will receive an email asking them to confirm that they wish to
> > > subscribe. They should Immediately reply to the email to complete 
their
> > > subscription. After the discussion ends they can unsubscribe from 
the same
> > > Web address, or stay on for the next discussion.
> > > 
> > > David J. Rosen
> > > Special Topics Discussion Moderator
> > > djrosen at comcast.net
> > > 
> > > 
> > > 
> > > 
> > > 
> > > -------------------------------
> > > National Institute for Literacy
> > > Special Topics mailing list
> > > SpecialTopics at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to
> > > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > > Email delivered to lwiener at llfinc.org
> > > -------------------------------
> > > National Institute for Literacy
> > > Special Topics mailing list
> > > SpecialTopics at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to
> > > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > > Email delivered to mary_jane_schmitt at terc.edu
> > > 
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> > > 
> > > ------------------------------
> > > 
> > > -------------------------------
> > > National Institute for Literacy
> > > Special Topics mailing list
> > > SpecialTopics at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > > 
> > > End of SpecialTopics Digest, Vol 14, Issue 30
> > > *********************************************
> > > -------------------------------
> > > National Institute for Literacy
> > > Special Topics mailing list
> > > SpecialTopics at nifl.gov
> > > To unsubscribe or change your subscription settings, please go to 
> > http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > > Email delivered to kdowdy at austincc.edu
> > > 
> > 
> > 
> > 
> > -- 
> > 
> > 
> > 
> > -------------------------------
> > National Institute for Literacy
> > Special Topics mailing list
> > SpecialTopics at nifl.gov
> > To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
> > Email delivered to marty.lopinto at fuse.net
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to marty.lopinto at fuse.net

-------------------------------
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From djrosen at comcast.net  Wed Sep 19 17:12:37 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Wed, 19 Sep 2007 17:12:37 -0400
Subject: [SpecialTopics 697]  Components of Numeracy
Message-ID: <6F25C84E-EE3E-46EE-B62A-E5F46B127DA1@comcast.net>

Colleagues,

For those who have just joined us, all the messages in the discussion  
-- that began on Monday -- are archived at

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

Please send your questions and comments to specialtopics at nifl.gov   
Please do not include attachments in your postings, and -- where  
possible -- quote the section of the message you are replying to.   
Some of the replies also include a string of previous messages that  
makes the posting unnecessarily long.

Here are three more questions for our guests and others:

10. Can you tell us more about efforts to help adult education  
teachers improve their teaching of numeracy? For example the TIAN  
project and others?

11. Can you talk about ? and give examples ? of family numeracy?

12. Some would argue that math is sequential ? shouldn?t it be taught  
that way? If not, why not?

David J. Rosen
Special Projects Discussion Moderator
djrosen at comcast.net

From davet at cae.edu.au  Wed Sep 19 19:09:06 2007
From: davet at cae.edu.au (Dave Tout)
Date: Thu, 20 Sep 2007 09:09:06 +1000
Subject: [SpecialTopics 698] Re: "numeracy" vs. "mathematical literacy"
References: <OF2A3E4272.47CADE28-ON8525735B.00485759-8525735B.004A5927@terc.edu>
Message-ID: <D030C7908ACBEE47AB78EA019F05CFDD0128A43B@cae02>

Hi Tom,
 
I like it!! I will draw it up and use it next time I am wanting to stir up my more traditional math ed colleagues who don't like numeracy at all, and the literacy folk who think numeracy sits under their umbrella!!
 
Cheers
 
Dave

________________________________

From: specialtopics-bounces at nifl.gov on behalf of Tom Macdonald
Sent: Wed 19/09/2007 23:32
To: specialtopics at nifl.gov
Subject: [SpecialTopics 694] Re: "numeracy" vs. "mathematical literacy"

Hi Dave and all, 

I was struck by this phrase from your first post: 

--I stir the pot by drawing a Venn diagram with numeracy being a nice big circle and math being a circle smaller than numeracy with most of math being inside the numeracy circle! 

Also this phrase from Mathematics and Democracy: 

--Numeracy is not just one among many subjects but an integral part of all subjects. 

What if we move from "the pot" to a different container (say, a frying pan, to be closer to the fire....) and say that a) mathematics b)reading/writing are two overlapping small circles; that c)literacy is a circle which encircles [most of] a) and [all of] b); and that d) numeracy is The Big Kahuna that encircles them all. After all, Pythagoras said that "everything is number" (...though you may ask, "Yes, Pythagoras was a mathematician, but was he numerate?") 

(And if numeracy were the big circle, yes, Esther, the pedagogy might need to change...) 

"Dave Tout" <davet at cae.edu.au> 
Sent by: specialtopics-bounces at nifl.gov 

09/19/07 07:05 AM 
Please respond to
specialtopics at nifl.gov

To
<specialtopics at nifl.gov> 
cc
Subject
[SpecialTopics 691] Re: "numeracy" vs. "mathematical literacy"	

		

Hi David and all,

A brief response re the numeracy vs math terminology. I agree learners
often only use and know the term math (or "maths" down under) and in
some of our curriculum frameworks we specifically call our stream
"numeracy AND mathematics". Which some people find a bit unusual.

Cheers

Dave
______________________________________________________
Dave Tout, Manager, Educational Quality and Compliance, CAE
NEW Phone: + 61 3 9657 8118 Fax: + 61 3 9657 8155
Mobile: 0418 526 586
Address: Level 3, 267 Collins St., Melbourne
Postal address: CAE, 253 Flinders Lane, Melbourne VIC 3000
______________________________________________________

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: 19 September 2007 10:58 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 687] Re: "numeracy" vs. "mathematical literacy"

Lynda, Mary Jane and Myrna,

Let's look at this question from the perspective of potential adult  
learners.  I have talked to graduates from adult literacy programs --  
adult learner leaders -- who object to the term "literacy" because,  
they said, they could read just fine.  They needed help, they said,  
with math.  They complained that the terms "literacy", or "reading",  
as a name for a program (e.g. "The Literacy Project" "the Adult  
Reading Program" and similar names) obscures that the program offers  
numeracy ("math" as students call this) .  One woman said she went  
for years without getting help because she didn't know adult basic  
math classes existed in her town, and the program that could help her  
was just a few blocks away from where she lived! So although there  
may be good reasons for using "numeracy" among practitioners, let's  
hope that "math" appears alongside in the program promotional  
materials so adult learners can find the services they need.

I am reminded of a discussion that I was in recently about what to  
name a new corporate online workplace ESOL program. One of the  
seasoned teachers in the room said, it doesn't really matter as long  
as the name begins with "English" because that's what the students  
will call it, "English class". And we all agreed.

I have some more questions about the study:

7. On Page 27, you write: "The mathematical demands of today's  
technological society are different from those of earlier decades.  
Some concepts have become more important for coping with the demands  
while others are not as critical as they once were." What are the  
concepts that are not as important now, and what concepts are more  
important now? (And thanks, Tom Macdonald, for raising the  
observations about the relationships of learning technology to  
learning numeracy.)

8. As I read the descriptions of "problem solving" on pages 34-35,  
the process resonates with a process that I believe is used by some  
visual artists. A sculptor, for example, has to "organize the  
information from the creative problem into a form or model that  
enables the artist to "see" the underlying structure of the problem.  
To do that, often sculptors make drawings, look for patterns, and  
make models. Has there been research on mathematical or numeracy  
problem solving and artistic problem solving and how these thinking  
processes might effectively be integrated and strengthen each other  
in K-12 schools or adult learning programs? (Thanks, Susan Kidd, for  
raising the issue of the relationship of numeracy to the arts.)

9. At the end of the paper you write about the importance of a  
"productive disposition" that is, learners having beliefs in their  
ability to do numeracy and in its usefulness to them, and having  
positive feelings about numeracy. Is this, the affective part of this  
component, more important than the other components?  Does it need to  
be addressed first, or is it addressed through a teaching and  
learning process that weaves together all components equally? Can  
this weaving process take place for learners who have very negative  
feelings about their ability to do numeracy?

David J. Rosen
Apecial Topics Discussion Leader
djrosen at comcast.net

On Sep 18, 2007, at 8:30 PM, Lynda Ginsburg wrote:

> Hi everyone, including the far flung ones!
>
> To me, I'm also not sure there's a meaningful difference between
> "numeracy" and "mathematical literacy" because we can really define  
> them
> as we like.
>
> But, I see an important political issue here in the US in regards  
> to the
> terminology. A while back there was a policy document called something
> like "From the margins to the mainstream." The primary focus of the  
> policy
> document was literacy, and there was a sentence stating something  
> to the
> effect that math was subsumed under "literacy." (The Adult Numeracy
> Network actually responded to this document protesting this limited  
> view
> of mathematical learning.)
>
> By talking about "mathematical literacy" within the adult basic ed
> environment, we are using the "L word" and thus continuing to relegate
> math/numeracy instruction and learning to a second tier level,  
> subsumed
> under the literacy umbrella. Since the field here has historically  
> been so
> focused on literacy, there has been limited attention to and  
> recognition
> that teaching and learning math is really very different from  
> teaching and
> learning reading/writing.
>
> Those of you from other countries have somehow managed to elevate
> "numeracy" to a relatively equal status with literacy. We couldn't
> convince COABE to title their new journal "Adult Literacy and  
> Numeracy,"
> tho the Aussies have one with both words in the title.
>
> So, I vote for the term Numeracy rather than Mathematical Literacy.
>
> I guess this counts as a rant.
>
> Best,
> Lynda
>
> -- 
> Lynda Ginsburg
> Senior Research Associate, MetroMath
> Rutgers University
> tel: 732-445-1409
> -------------------------------

-------------------------------
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From steinerr at billings.k12.mt.us  Wed Sep 19 19:31:23 2007
From: steinerr at billings.k12.mt.us (Rose Steiner)
Date: Wed, 19 Sep 2007 17:31:23 -0600
Subject: [SpecialTopics 699] Re: Components of Numeracy
In-Reply-To: <4DA696749F7F4B4F85E67688BF659E8204B072@sidney.capitan.mala.bc.ca>
References: <C3158A63.124F4%marogers-princess@sbcglobal.net>
	<4DA696749F7F4B4F85E67688BF659E8204B072@sidney.capitan.mala.bc.ca>
Message-ID: <8728940CA8973249ABCFCF502B57BF22093CDCB1@exchange.billings.k12.mt.us>

Kate (and others),
You mentioned  "we had the appropriate manipulatives for -halves,
quarters, eighths, sixteenths, thirds, sixths, twelfths, fifths, and
tenths."  
What exactly do you consider the appropriate manipulatives for these
fractions?   Are there inexpensive ones that work well?  So many of our
sites in Montana have limited funds and I am sure we are not alone.
We have used egg cartons (12 and 18 egg size) for many of these
fractions.  But to do all of these, our class would need to make some
adaptations to the cartons (i.e. cover up some of the egg slots so that
are not a part of the whole, etc).   
I look forward to trying your 10 pages with my students.  ;-)
 
Thanks
Rose Steiner
I am enjoying this great discussion on the special topic of numeracy...

 

________________________________

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From mmanly at earthlink.net  Wed Sep 19 22:32:45 2007
From: mmanly at earthlink.net (Myrna Manly)
Date: Wed, 19 Sep 2007 19:32:45 -0700
Subject: [SpecialTopics 700] Re: Different skills
In-Reply-To: <6F25C84E-EE3E-46EE-B62A-E5F46B127DA1@comcast.net>
Message-ID: <E1IYBrL-0001wm-Ha@elasmtp-curtail.atl.sa.earthlink.net>

Hi all,

I always seem to be a day late in responding to David's questions.  Can I
blame it on the time zone?

He asked about which numeracy skills may have lost their critical nature
over the years and which have gained.  I'm going to start a list that you
can add to (with a little explanation, of course.)

Skills that are less critical:
	- completing accurate arithmetic operations with large numbers.
Since calculators and computers are ubiquitous these days, especially when
one is required to figure an exact result with large numbers (accounting
tasks, scientific calculations, etc), it would be foolish to calculate these
by hand. 

Skills that are more critical:
	- estimating an approximate answer to computations. First, an
estimate is often all that one needs to make a decision or to determine how
much, say, paint that you need to finish a job. Secondly, when you use a
calculator to find an exact answer, you are asking for trouble if you don't
estimate to check if the answer is reasonable.  Large fingers and small
buttons lead to errors.

Comment: Note that this does not eliminate the requirement for knowledge of
"the facts".

 OK, I chose a very common example and left the more interesting ones to
you.  How about data analysis or algebraic reasoning? What kind of geometric
reasoning does a computer animator like Mary's son use?

Myrna 

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of David J. Rosen
Sent: Wednesday, September 19, 2007 1:13 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 697] Components of Numeracy

Colleagues,

For those who have just joined us, all the messages in the discussion  
-- that began on Monday -- are archived at

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

Please send your questions and comments to specialtopics at nifl.gov   
Please do not include attachments in your postings, and -- where  
possible -- quote the section of the message you are replying to.   
Some of the replies also include a string of previous messages that  
makes the posting unnecessarily long.

Here are three more questions for our guests and others:

10. Can you tell us more about efforts to help adult education  
teachers improve their teaching of numeracy? For example the TIAN  
project and others?

11. Can you talk about - and give examples - of family numeracy?

12. Some would argue that math is sequential - shouldn't it be taught  
that way? If not, why not?

David J. Rosen
Special Projects Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to mmanly at earthlink.net

From milo at pro-ns.net  Wed Sep 19 22:43:57 2007
From: milo at pro-ns.net (Milo Schield)
Date: Wed, 19 Sep 2007 21:43:57 -0500
Subject: [SpecialTopics 701] SpecialTopics 651 Numeracy: Skill-Driven vs.
	Context-Driven
Message-ID: <6.2.1.2.2.20070919213740.03ddb668@pop.iphouse.com>

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From daviauk at billings.k12.mt.us  Thu Sep 20 08:05:05 2007
From: daviauk at billings.k12.mt.us (Kathie Daviau)
Date: Thu, 20 Sep 2007 06:05:05 -0600
Subject: [SpecialTopics 702] Re: Different skills
References: <E1IYBrL-0001wm-Ha@elasmtp-curtail.atl.sa.earthlink.net>
Message-ID: <8728940CA8973249ABCFCF502B57BF2207A35390@exchange.billings.k12.mt.us>

I feel an important skill -- maybe more so for us -- is to accept multiple solutions.

Look at the problem 73-19. I can traditionally line it up, borrow, and get the answer of 54.  

Or I can take 70-10=60; 3-9=-6; 60-6=54.

Or I can count up 19 to 29 to 39 to 49 to 59 to 69 get 50. Then from 69, 70 ,71 ,72, 73 gives me 4 more for a total of 54.

Sometimes it is too easy for us to see "the right way" as the way we solved the problem.  Manipulatives make the multiple solutions more obvious.

Kathie

-----Original Message-----
From: specialtopics-bounces at nifl.gov on behalf of Myrna Manly
Sent: Wed 9/19/2007 8:32 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 700] Re: Different skills
 
Hi all,

I always seem to be a day late in responding to David's questions.  Can I
blame it on the time zone?

He asked about which numeracy skills may have lost their critical nature
over the years and which have gained.  I'm going to start a list that you
can add to (with a little explanation, of course.)

Skills that are less critical:
	- completing accurate arithmetic operations with large numbers.
Since calculators and computers are ubiquitous these days, especially when
one is required to figure an exact result with large numbers (accounting
tasks, scientific calculations, etc), it would be foolish to calculate these
by hand. 

Skills that are more critical:
	- estimating an approximate answer to computations. First, an
estimate is often all that one needs to make a decision or to determine how
much, say, paint that you need to finish a job. Secondly, when you use a
calculator to find an exact answer, you are asking for trouble if you don't
estimate to check if the answer is reasonable.  Large fingers and small
buttons lead to errors.

Comment: Note that this does not eliminate the requirement for knowledge of
"the facts".

 OK, I chose a very common example and left the more interesting ones to
you.  How about data analysis or algebraic reasoning? What kind of geometric
reasoning does a computer animator like Mary's son use?

Myrna 

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of David J. Rosen
Sent: Wednesday, September 19, 2007 1:13 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 697] Components of Numeracy

Colleagues,

For those who have just joined us, all the messages in the discussion  
-- that began on Monday -- are archived at

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

Please send your questions and comments to specialtopics at nifl.gov   
Please do not include attachments in your postings, and -- where  
possible -- quote the section of the message you are replying to.   
Some of the replies also include a string of previous messages that  
makes the posting unnecessarily long.

Here are three more questions for our guests and others:

10. Can you tell us more about efforts to help adult education  
teachers improve their teaching of numeracy? For example the TIAN  
project and others?

11. Can you talk about - and give examples - of family numeracy?

12. Some would argue that math is sequential - shouldn't it be taught  
that way? If not, why not?

David J. Rosen
Special Projects Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to mmanly at earthlink.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to daviauk at billings.k12.mt.us

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From steinkedb at earthlink.net  Thu Sep 20 09:57:35 2007
From: steinkedb at earthlink.net (steinkedb at earthlink.net)
Date: Thu, 20 Sep 2007 07:57:35 -0600
Subject: [SpecialTopics 703] Re: Productive disposition
In-Reply-To: <46F10C90.6FA4.0093.1@kckcc.edu>
Message-ID: <EEEMJLGBLKAIEEGPGDHNEELKCGAA.steinkedb@earthlink.net>

About test anxiety and "productive disposition":

1) Yes, conceptual understanding removes a lot of it.  When people
understand number relationships, the fear subsides.

What is it that adults do not understand?
    > The true meaning of =    This is looked at as an operation rather than
a relationship because we say "makes" rather than "is".  There are studies
with student teachers documenting incorrect understanding of  =  .
    > The Part-Whole concept. This is the understanding that when I have 9,
I have 6 and 3 (or 5 and 2 and 2 or any other combination) in and with the 9
at the SAME TIME as I have the 9.
    This is the concept people are often missing when they have trouble with
fractions. The EMPower series talks about Part/Whole at the point that the
books introduce fractions. The concept needs to be brought in much earlier.
    Based on my work with Part/Whole thinking in math, I am hypothesizing
that about 20% of adults (across all educational levels) lack a firm grasp
of the Part/Whole concept. I have found a much higher percentage with the
GED and ABE/ASE math students I have worked with.

2) Countering performance anxiety (which is what test fear is) has received
a lot of attention in the performing arts. As a former piano teacher who
prepared students for competitions, I always used conscious relaxation (to
improve blood flow to the brain) and visualization of success (thinking
about the event and seeing yourself walk through it and come out with a good
result) beginning weeks before a contest. Try this as part of your test
preparation.

Melvin - My comments about Part/Whole concept are based on work by Les
Steffe (emeritus of the University of Georgia) and others. There may be
other developmental concepts besides Part/Whole that your "dyscalculia"
students missed somewhere along the line. Can you give a description of the
specific things your students seem unable to do? (I'm assuming your students
are of normal mental development and have not had traumatic brain injury.)

Dorothea Steinke
NumberWorks
300 Center Drive Suite G186
Superior, Colorado 80027
  -----Original Message-----
  From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Melvin Rice
  Sent: Wednesday, September 19, 2007 10:48 AM
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 695] Re: Productive disposition

  >>> "Lynda Ginsburg" <ginsburg at rci.rutgers.edu> 9/18/2007 9:30 PM >>>
  Lenny, Pam and David,

  I agree that many adults are anxious about math, and it often has to do
  with tests. Lenny, your strategy of practicing for the test situation
  until some of the fear subsided seems to have worked well.

  In addition to anxiety there may be the possibility of a math specific
learning disability. I read an interesting article in the NCSALL publication
"Focus on Basics" on a condition called Dyscalculia. The article is
available on line at http://www.ncsall.net/?id=325 . According to the
article there are some specific signs of this condition, many of which I
have seen in a couple of my students.

  Melvin

  Melvin Rice
  ABE Instructor
  Kansas City Kansas Community College
  melvinr at kckcc.edu
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From RS-Metternich at wiu.edu  Thu Sep 20 11:29:55 2007
From: RS-Metternich at wiu.edu (Rebecca Metternich)
Date: Thu, 20 Sep 2007 10:29:55 -0500
Subject: [SpecialTopics 704] Re: Components of Numeracy
In-Reply-To: <8728940CA8973249ABCFCF502B57BF22093CDCB1@exchange.billings.k12.mt.us>
References: <C3158A63.124F4%marogers-princess@sbcglobal.net><4DA696749F7F4B4F85E67688BF659E8204B072@sidney.capitan.mala.bc.ca>
	<8728940CA8973249ABCFCF502B57BF22093CDCB1@exchange.billings.k12.mt.us>
Message-ID: <001501c7fb9b$1c3ad9b0$51cb2b8f@ad.wiu.edu>

I have used inexpensive paper plates and cut them apart.  You can have a set
for each student.  A fun activity would be to bring in a bag of apples and
plastic knives.  After a trip to the restroom to wash hands, students could
cut up their apple, discuss the fractions represented, and finish with a
nutritious snack.
 
I am enjoying the discussion.
 
Rebecca Metternich  
 
 
 
 

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Rose Steiner
Sent: Wednesday, September 19, 2007 6:31 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 699] Re: Components of Numeracy

Kate (and others),
You mentioned  "we had the appropriate manipulatives for -halves, quarters,
eighths, sixteenths, thirds, sixths, twelfths, fifths, and tenths."  
What exactly do you consider the appropriate manipulatives for these
fractions?   Are there inexpensive ones that work well?  So many of our
sites in Montana have limited funds and I am sure we are not alone.
We have used egg cartons (12 and 18 egg size) for many of these fractions.
But to do all of these, our class would need to make some adaptations to the
cartons (i.e. cover up some of the egg slots so that are not a part of the
whole, etc).   
I look forward to trying your 10 pages with my students.  ;-)
 
Thanks
Rose Steiner
I am enjoying this great discussion on the special topic of numeracy...

 

  _____  

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From daviauk at billings.k12.mt.us  Thu Sep 20 11:39:34 2007
From: daviauk at billings.k12.mt.us (Kathie Daviau)
Date: Thu, 20 Sep 2007 09:39:34 -0600
Subject: [SpecialTopics 705] Re: Components of Numeracy
In-Reply-To: <001501c7fb9b$1c3ad9b0$51cb2b8f@ad.wiu.edu>
References: <C3158A63.124F4%marogers-princess@sbcglobal.net><4DA696749F7F4B4F85E67688BF659E8204B072@sidney.capitan.mala.bc.ca><8728940CA8973249ABCFCF502B57BF22093CDCB1@exchange.billings.k12.mt.us>
	<001501c7fb9b$1c3ad9b0$51cb2b8f@ad.wiu.edu>
Message-ID: <8728940CA8973249ABCFCF502B57BF2208A11E8E@exchange.billings.k12.mt.us>

I have made brownies (one pan for each class) and asked how to cut the
brownies so each person gets exactly the same size piece.  This develops
fractions, measurement and rulers, area, prime numbers and factors, and
great verbalization of a math problem.  And... any activity involving
food will be successful.

Kathie   

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Rebecca Metternich
Sent: Thursday, September 20, 2007 9:30 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 704] Re: Components of Numeracy

 

I have used inexpensive paper plates and cut them apart.  You can have a
set for each student.  A fun activity would be to bring in a bag of
apples and plastic knives.  After a trip to the restroom to wash hands,
students could cut up their apple, discuss the fractions represented,
and finish with a nutritious snack.

 

I am enjoying the discussion.

 

Rebecca Metternich  

 

 

 

 

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Rose Steiner
Sent: Wednesday, September 19, 2007 6:31 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 699] Re: Components of Numeracy

Kate (and others),

You mentioned  "we had the appropriate manipulatives for -halves,
quarters, eighths, sixteenths, thirds, sixths, twelfths, fifths, and
tenths."  

What exactly do you consider the appropriate manipulatives for these
fractions?   Are there inexpensive ones that work well?  So many of our
sites in Montana have limited funds and I am sure we are not alone.

We have used egg cartons (12 and 18 egg size) for many of these
fractions.  But to do all of these, our class would need to make some
adaptations to the cartons (i.e. cover up some of the egg slots so that
are not a part of the whole, etc).   

I look forward to trying your 10 pages with my students.  ;-)

 

Thanks

Rose Steiner

I am enjoying this great discussion on the special topic of numeracy...

 

 

________________________________

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From ginsburg at rci.rutgers.edu  Thu Sep 20 12:46:31 2007
From: ginsburg at rci.rutgers.edu (Lynda Ginsburg)
Date: Thu, 20 Sep 2007 12:46:31 -0400
Subject: [SpecialTopics 706] Re: Components of Numeracy
In-Reply-To: <8728940CA8973249ABCFCF502B57BF2208A11E8E@exchange.billings.k12.mt.us>
References: <C3158A63.124F4%marogers-princess@sbcglobal.net><4DA696749F7F4B4F85E67688BF659E8204B072@sidney.capitan.mala.bc.ca><8728940CA8973249ABCFCF502B57BF22093CDCB1@exchange.billings.k12.mt.us>	<001501c7fb9b$1c3ad9b0$51cb2b8f@ad.wiu.edu>
	<8728940CA8973249ABCFCF502B57BF2208A11E8E@exchange.billings.k12.mt.us>
Message-ID: <46F2A3E7.5000909@rci.rutgers.edu>

One issue that comes up often is that learners have difficulty thinking 
of fractions that are not part of a unit whole, because all of their 
concrete examples began as "1 unit."  So you might also have a pile of 
jelly beans or a box of cookies that have to be divided up among the people.

Later, you might also explore ways to share 3 pizzas among 10 people and 
divide 7 hoagies (Philly word for submarine or hero sandwiches) among 5 
people.

Lynda

Kathie Daviau wrote:

> I have made brownies (one pan for each class) and asked how to cut the 
> brownies so each person gets exactly the same size piece.  This 
> develops fractions, measurement and rulers, area, prime numbers and 
> factors, and great verbalization of a math problem.  And... any 
> activity involving food will be successful.
>
> Kathie   
>
>  
>
> ------------------------------------------------------------------------
>
> From: specialtopics-bounces at nifl.gov 
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Rebecca Metternich
> Sent: Thursday, September 20, 2007 9:30 AM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 704] Re: Components of Numeracy
>
>  
>
> I have used inexpensive paper plates and cut them apart.  You can have 
> a set for each student.  A fun activity would be to bring in a bag of 
> apples and plastic knives.  After a trip to the restroom to wash 
> hands, students could cut up their apple, discuss the fractions 
> represented, and finish with a nutritious snack.
>
>  
>
> I am enjoying the discussion.
>
>  
>
> Rebecca Metternich 
>
>  
>
>  
>
>  
>
>  
>
>  
>
> ------------------------------------------------------------------------
>
> From: specialtopics-bounces at nifl.gov 
> [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Rose Steiner
> Sent: Wednesday, September 19, 2007 6:31 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 699] Re: Components of Numeracy
>
> Kate (and others),
>
> You mentioned  "we had the appropriate manipulatives for -halves, 
> quarters, eighths, sixteenths, thirds, sixths, twelfths, fifths, and 
> tenths." 
>
> What exactly do you consider the appropriate manipulatives for these 
> fractions?   Are there inexpensive ones that work well?  So many of 
> our sites in Montana have limited funds and I am sure we are not alone.
>
> We have used egg cartons (12 and 18 egg size) for many of these 
> fractions.  But to do all of these, our class would need to make some 
> adaptations to the cartons (i.e. cover up some of the egg slots so 
> that are not a part of the whole, etc).  
>
> I look forward to trying your 10 pages with my students.  ;-)
>
>  
>
> Thanks
>
> Rose Steiner
>
> I am enjoying this great discussion on the special topic of numeracy...
>
>
>  
>
>  
>
> ------------------------------------------------------------------------
>
>------------------------------------------------------------------------
>
>-------------------------------
>National Institute for Literacy
>Special Topics mailing list
>SpecialTopics at nifl.gov
>To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics
>Email delivered to ginsburg at rci.rutgers.edu
>

-- 
Lynda Ginsburg
Senior Research Associate, MetroMath
Rutgers University
118 Frelinghuysen Road
Piscataway, NJ 08854
Tel: 732-445-1409       Fax:  732-445-2894

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From jkantner at kishwaukeecollege.edu  Thu Sep 20 12:27:06 2007
From: jkantner at kishwaukeecollege.edu (Joanne Kantner)
Date: Thu, 20 Sep 2007 11:27:06 -0500
Subject: [SpecialTopics 707] Re: International Discussion Ends
	and	NumeracyDiscussion Begins
In-Reply-To: <C314A9E3.517E%lwiener@llfinc.org>
Message-ID: <200709201621.LAA15082@kishwaukeecollege.edu>

Hello Louise,
I am entering the discussion late but wanted to respond to your request
about early childhood mathematics education and numeracy.  The NCTM
recognized the same needed research thread and have included a chapter on
the topic in the newest handbook available through their website:
 
Clements, D. H. & Sarama, J. (2007). Early childhood mathematics learning.
In Frank K. Lester (Ed.), Second Handbook of Research on Mathematics
Teaching and Learning, Vol 1.    
 
In reference to Tom's and David's eloquent perceptions of the adult
mathematics education field--I too experience adult mathematics learning in
the United States as the poor, often disjointed, foster child of mathematics
and mathematics education fields placed under "workplace skills."  Outside
of ANN, little attention or definition is given to the domain as far as a
specialized practice, research field, or theoretical framework.  Thank
goodness for the national push from Australia, NZ, and Europe where
important questions are being asked.   Is adult learning a specialization
within mathematics education?  Or, is mathematics learning a specialization
within adult education?  Gail Fitzsimons (1997) sees adults learning
mathematics as the intersection of four overlapping circles: vocational
education, adult education, mathematics education and industry.  Her
research is discussed in the Kangan Report of Australian Committee on
Technical and Further Education (ACOTAFE).  The resulting model establishes
a separation between technical colleges and adult schools with industry
influencing each institutional type.  In the Nordic countries, Engeltrom
(1987) sees the discipline as a complexity of mathematics within adult and
vocational educations.  The subsets between mathematics, adult and
vocational educations are determined by the interest of the groups
concerned.  The concept of learners being served can include all
participants in the process-teachers, students, employers, and government
officials.  Benn sees adult mathematics learning as a nucleus with radiating
concentric circles representing several disciplines including mathematics,
adult education, mathematics education, sociology and psychology (Benn in
Wedege et al., 1998).  But these conceptions give little consideration to
adults beginning post-secondary educations.      
 
Also remember, the  International Adults Learning Mathematics Conference-15
(ALM-15) is in the USA this year (June 30 -->3, July 2008) at Chestnut Hill
College, Philadelphia.   The large amount of postings to SpecialTopics 663
indicates we know the problem exists.  Now we need to those groups
advocating these issues to policy makers.
 
 
Joanne Kantner
Adult Student Connections
Adult & Continuing Education
Department of Mathematics
Kishwaukee College
21193 Malta Road
Malta, IL 60150
Phone:  (815) 825.2086 Ext. 343
Fax:      (815) 825.2605
Email:  jkantner at kishwaukeecollege.edu
 

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Louise Wiener
Sent: Monday, September 17, 2007 9:02 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 663] Re: International Discussion Ends and
NumeracyDiscussion Begins

Dear David,

I found the Tout and Schmitt chapter particularly invigorating and
challenging and hope Dr. Schmitt might comment on two thoughts for starters.

I was surprised at the frequent reference to K-12 with almost no reference
to pre-K.  I first became familiar with the term numeracy in the context of
Head Start standards. Is there research on numeracy in the early childhood
field - or has the name alone been adopted?

I was struck, too, by the reference to numeracy as the bridge between
mathematics and the real world. I see it  equally as the bridge between
mathematics and literacy because  it captures (builds on?) the language and
concepts of math as contrasted with the pure computation of math.

You will note that at least my spell-check rejects "numeracy" as a valid
word.  Perhaps we should start by lobbying there!

Thank you, Louise 
-- 
Louise W. Wiener, Chairman of the Board
    Learning and Leadership in Families
    2701 12th Street NE
    Washington, DC 20018

    Mobile Phone: 301-213-6516
    Office Phone: 202-243-7783
    Website: www.LLFinc.org
    Email: lwiener at LLFinc.org

    United Way / CFC # 8981

  On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:

Special Topics Colleagues,

I want to thank our guests for the topic:  What International Literacy
Programs Offer Programs in the U.S. : Brenda Bell, Pamela Civins, Dr. John
Comings, Barbara Garner, Dr. Erik Jacobson, Juliet Merrifield, and Dr.
Ujwala Samant. I know we have only scratched the surfaces of several issues
here in this one short week, but the discussion has been tantalizing.  I
also want to thank Oxfam for making the book Developing Adult Literacy:
Approaches to planning, implementing and delivering literacy initiatives by
Juliet Merrifield Juliet McCaffrey, and Juliet Millican available by
download free for this discussion. It will be available in hard copy on
September 30, 2007.

This marks the end of the international literacy discussion, for now at
least. 

On Monday we will begin a new discussion on The Components of Numeracy with
Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an occasional paper
published by the National Center for the Study of Adult Learning and
Literacy.

For more information, and a short list of readings to prepare for the
discussion please go to:

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

or the short Web address:

http://tinyurl.com/yvo6hf

Please e-mail your questions for our numeracy guest experts to
specialtopics at nifl.gov

Your colleagues who may wish to join this discussion can subscribe by going
to:

http://www.nifl.gov/mailman/listinfo/specialtopics

After they complete a simple registration form (30 seconds) they will
receive an email asking them to confirm that they wish to subscribe. They
should Immediately reply to the email to complete their subscription. After
the discussion ends they can unsubscribe from the same Web address, or stay
on for the next discussion.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

 

  _____  

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to lwiener at llfinc.org

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From sshultz at telamon.org  Thu Sep 20 13:29:01 2007
From: sshultz at telamon.org (Stephanie Shultz)
Date: Thu, 20 Sep 2007 13:29:01 -0400
Subject: [SpecialTopics 708] Re: Components of Numeracy
In-Reply-To: <8728940CA8973249ABCFCF502B57BF22093CDCB1@exchange.billings.k12.mt.us>
References: <C3158A63.124F4%marogers-princess@sbcglobal.net><4DA696749F7F4B4F85E67688BF659E8204B072@sidney.capitan.mala.bc.ca>
	<8728940CA8973249ABCFCF502B57BF22093CDCB1@exchange.billings.k12.mt.us>
Message-ID: <03F4CE7E191E9841A0740E046CB6212C28D9EF@exchral2.telamon.corp>

I also taught in a low budget Adult Ed program. I made a complete set of equivalent fraction bars for my students using colored heavy construction paper. I had one strip that represented one whole. It was in one color. Then, using another color I made models for ? of the original whole. Using a third color, I made a whole sheet of models of the whole divided into thirds.. I continued this way for several other fractional parts. I think I made the original templates on plain white paper and just filled the photocopy machine with a different color for each set of the fractions that I wanted the students to have. I cut out the strips and put the sets, which were now a collection of many different colors representing different fractions, in envelopes. The students used them when we talked about the basic definition of a fraction, for ordering fractions, naming equivalent fractions and for adding and subtracting fractions. It was definitely very cheap and as I recall effective enough for the work we were doing. 

 

Stephanie Shultz 

ESL Facilitator

Telamon Corporation

917 Mt. Hermon Rd.

Salisbury, MD 21804

410-546-4604 ext 118

sshultz at telamon.org

________________________________

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Rose Steiner
Sent: Wednesday, September 19, 2007 6:31 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 699] Re: Components of Numeracy

 

Kate (and others),

You mentioned  "we had the appropriate manipulatives for -halves, quarters, eighths, sixteenths, thirds, sixths, twelfths, fifths, and tenths."  

What exactly do you consider the appropriate manipulatives for these fractions?   Are there inexpensive ones that work well?  So many of our sites in Montana have limited funds and I am sure we are not alone.

We have used egg cartons (12 and 18 egg size) for many of these fractions.  But to do all of these, our class would need to make some adaptations to the cartons (i.e. cover up some of the egg slots so that are not a part of the whole, etc).   

I look forward to trying your 10 pages with my students.  ;-)

 

Thanks

Rose Steiner

I am enjoying this great discussion on the special topic of numeracy...

 

 

________________________________
---
 
Telamon Corporation Disclaimer 2006
This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the system manager. This message contains confidential information and is intended only for the individual named. If you are not the named addressee you should not disseminate, distribute or copy this e-mail. Please notify the sender immediately by e-mail if you have received this e-mail by mistake and delete this e-mail from your system. If you are not the intended recipient you are notified that disclosing, copying, distributing or taking any action in reliance on the contents of this information is strictly prohibited.
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From steinerr at billings.k12.mt.us  Thu Sep 20 14:00:22 2007
From: steinerr at billings.k12.mt.us (Rose Steiner)
Date: Thu, 20 Sep 2007 12:00:22 -0600
Subject: [SpecialTopics 709] Re: Components of Numeracy
In-Reply-To: <03F4CE7E191E9841A0740E046CB6212C28D9EF@exchral2.telamon.corp>
References: <C3158A63.124F4%marogers-princess@sbcglobal.net><4DA696749F7F4B4F85E67688BF659E8204B072@sidney.capitan.mala.bc.ca><8728940CA8973249ABCFCF502B57BF22093CDCB1@exchange.billings.k12.mt.us>
	<03F4CE7E191E9841A0740E046CB6212C28D9EF@exchral2.telamon.corp>
Message-ID: <8728940CA8973249ABCFCF502B57BF22093CDCB4@exchange.billings.k12.mt.us>

I like this idea Stephanie as it makes the fractions as a bar rather than a circle, etc.   I think the bar is a better way for seeing the fractional parts.
I see laminating them too and they would last a lot longer.  It also allows the fractions to lay on top of each other for equal values, etc.
Thanks
Rose Steiner
 

________________________________

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Stephanie Shultz
Sent: Thursday, September 20, 2007 11:29 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 708] Re: Components of Numeracy

I also taught in a low budget Adult Ed program. I made a complete set of equivalent fraction bars for my students using colored heavy construction paper. I had one strip that represented one whole. It was in one color. Then, using another color I made models for ? of the original whole. Using a third color, I made a whole sheet of models of the whole divided into thirds.. I continued this way for several other fractional parts. I think I made the original templates on plain white paper and just filled the photocopy machine with a different color for each set of the fractions that I wanted the students to have. I cut out the strips and put the sets, which were now a collection of many different colors representing different fractions, in envelopes. The students used them when we talked about the basic definition of a fraction, for ordering fractions, naming equivalent fractions and for adding and subtracting fractions. It was definitely very cheap and as I recall effective enough for the work we were doing. 

Stephanie Shultz 

ESL Facilitator

Telamon Corporation

917 Mt. Hermon Rd.

Salisbury, MD 21804

410-546-4604 ext 118

sshultz at telamon.org

________________________________

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Rose Steiner
Sent: Wednesday, September 19, 2007 6:31 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 699] Re: Components of Numeracy

Kate (and others),

You mentioned  "we had the appropriate manipulatives for -halves, quarters, eighths, sixteenths, thirds, sixths, twelfths, fifths, and tenths."  

What exactly do you consider the appropriate manipulatives for these fractions?   Are there inexpensive ones that work well?  So many of our sites in Montana have limited funds and I am sure we are not alone.

We have used egg cartons (12 and 18 egg size) for many of these fractions.  But to do all of these, our class would need to make some adaptations to the cartons (i.e. cover up some of the egg slots so that are not a part of the whole, etc).   

I look forward to trying your 10 pages with my students.  ;-)

Thanks

Rose Steiner

I am enjoying this great discussion on the special topic of numeracy...

 

________________________________

---
 
Telamon Corporation Disclaimer 2006 
This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the system manager. This message contains confidential information and is intended only for the individual named. If you are not the named addressee you should not disseminate, distribute or copy this e-mail. Please notify the sender immediately by e-mail if you have received this e-mail by mistake and delete this e-mail from your system. If you are not the intended recipient you are notified that disclosing, copying, distributing or taking any action in reliance on the contents of this information is strictly prohibited. 
 
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From melvinr at kckcc.edu  Thu Sep 20 14:04:12 2007
From: melvinr at kckcc.edu (Melvin Rice)
Date: Thu, 20 Sep 2007 13:04:12 -0500
Subject: [SpecialTopics 710]   Re: Productive disposition
Message-ID: <46F26FE1.6FA4.0093.1@kckcc.edu>

 
 
Melvin Rice
ABE Instructor
Kansas City Kansas Community College
melvinr at kckcc.edu 

>>> <steinkedb at earthlink.net> 9/20/2007 8:57 AM >>>
About test anxiety and "productive disposition":
 
Melvin - My comments about Part/Whole concept are based on work by Les Steffe (emeritus of the University of Georgia) and others. There may be other developmental concepts besides Part/Whole that your "dyscalculia" students missed somewhere along the line. Can you give a description of the specific things your students seem unable to do? (I'm assuming your students are of normal mental development and have not had traumatic brain injury.)  
 
Dorothea Steinke
 
Hi Dorothea,
 
Now keep in mind that I am no diagnostician, but a simple ABE math instructor. That being said, The students I am thinking of are of average or higher intelligence. However the basics of math such as number sense, basic math facts, and simple computation constantly evade them. For the past year, not only have I worked with them one-on-one as well as a traditional class setting, but I have also had a math tutor working with them. They appear to grasp a concept while working with it and then a few minutes later it is gone. This does not happen with them in other disciplines, only math. I have seen one of the students come to tears in frustration over not being able to retain what was just covered minutes earlier. I have been using several of the techniques picked up from the TIAN sessions I have attended, such as calculators, manipulatives, and other hands-on material as well as the EMPower books and this seems to be helping some. I really found the article by Dr. Kenyon which I referenced in my earlier post to be enlightening and provide another framework in which to view students who struggle with math.
 
Melvin
 
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From marogers-princess at sbcglobal.net  Thu Sep 20 14:37:41 2007
From: marogers-princess at sbcglobal.net (Margaret Rogers)
Date: Thu, 20 Sep 2007 11:37:41 -0700
Subject: [SpecialTopics 711] Re: Components of Numeracy
In-Reply-To: <03F4CE7E191E9841A0740E046CB6212C28D9EF@exchral2.telamon.corp>
Message-ID: <C3180C05.125EB%marogers-princess@sbcglobal.net>

I want to thank everyone who is sharing the ideas for manipulatives. I have
been passing them on to my colleague who is not in the discussion. Today he
mentioned this one:

I did this activity where you give them 5 toothpicks to create a triangle
and ask them to identify it.  It has to be an isosceles.  Then I added
another toothpick, and the only one they can make is an equilateral. This
time some made hexagons! However, I was able to get a lot of mileage out of
that and do some work on the properties of each plane figure ? number of
sides, number of angles, vertices, etc. It was an appropriate digression
that came from the students.

Margaret Rogers and Tom Brewer
Sacramento, CA

On 9/20/07 10:29 AM, "Stephanie Shultz" <sshultz at telamon.org> wrote:

> I also taught in a low budget Adult Ed program. I made a complete set of
> equivalent fraction bars for my students using colored heavy construction
> paper. I had one strip that represented one whole. It was in one color. Then,
> using another color I made models for ? of the original whole. Using a third
> color, I made a whole sheet of models of the whole divided into thirds.. I
> continued this way for several other fractional parts. I think I made the
> original templates on plain white paper and just filled the photocopy machine
> with a different color for each set of the fractions that I wanted the
> students to have. I cut out the strips and put the sets, which were now a
> collection of many different colors representing different fractions, in
> envelopes. The students used them when we talked about the basic definition of
> a fraction, for ordering fractions, naming equivalent fractions and for adding
> and subtracting fractions. It was definitely very cheap and as I recall
> effective enough for the work we were doing.
> 
>  
> 
> Stephanie Shultz 
> 
> ESL Facilitator
> 
> Telamon Corporation
> 
> 917 Mt. Hermon Rd.
> 
> Salisbury, MD 21804
> 
> 410-546-4604 ext 118
> 
> sshultz at telamon.org
> 
> 
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
> On Behalf Of Rose Steiner
> Sent: Wednesday, September 19, 2007 6:31 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 699] Re: Components of Numeracy
> 
>  
> 
> Kate (and others),
> 
> You mentioned  "we had the appropriate manipulatives for ?halves, quarters,
> eighths, sixteenths, thirds, sixths, twelfths, fifths, and tenths."
> 
> What exactly do you consider the appropriate manipulatives for these
> fractions?   Are there inexpensive ones that work well?  So many of our sites
> in Montana have limited funds and I am sure we are not alone.
> 
> We have used egg cartons (12 and 18 egg size) for many of these fractions.
> But to do all of these, our class would need to make some adaptations to the
> cartons (i.e. cover up some of the egg slots so that are not a part of the
> whole, etc).   
> 
> I look forward to trying your 10 pages with my students.  ;-)
> 
>  
> 
> Thanks
> 
> Rose Steiner
> 
> I am enjoying this great discussion on the special topic of numeracy...
> 
> 
>  
> 
>  
> 
> 
> ---
>  
> Telamon Corporation Disclaimer 2006
> This email and any files transmitted with it are confidential and intended
> solely for the use of the individual or entity to whom they are addressed. If
> you have received this email in error please notify the system manager. This
> message contains confidential information and is intended only for the
> individual named. If you are not the named addressee you should not
> disseminate, distribute or copy this e-mail. Please notify the sender
> immediately by e-mail if you have received this e-mail by mistake and delete
> this e-mail from your system. If you are not the intended recipient you are
> notified that disclosing, copying, distributing or taking any action in
> reliance on the contents of this information is strictly prohibited.
>  
> 
> 
> -------------------------------
> National Institute for Literacy
> Special Topics mailing list
> SpecialTopics at nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://www.nifl.gov/mailman/listinfo/SpecialTopics
> Email delivered to marogers-princess at sbcglobal.net

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From steinkedb at earthlink.net  Thu Sep 20 15:02:52 2007
From: steinkedb at earthlink.net (steinkedb at earthlink.net)
Date: Thu, 20 Sep 2007 13:02:52 -0600
Subject: [SpecialTopics 712] Re: Productive disposition
In-Reply-To: <46F26FE1.6FA4.0093.1@kckcc.edu>
Message-ID: <EEEMJLGBLKAIEEGPGDHNOELOCGAA.steinkedb@earthlink.net>

Melvin: What specifically edludes them?  Can they do single digit addition
OK? Is multiplication OK? Does the breakdown come at subtraction and
division? If so, are their answers in subtraction off by 1 all the time?  I
have an idea of how to get started with them if this last is true.

Another thing: Ask if they can ask a parent how they moved as an infant. Did
they roll over and over or scoot on their bottom and never crawl?

Dorothea
  -----Original Message-----
  From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Melvin Rice
  Sent: Thursday, September 20, 2007 12:04 PM
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 710] Re: Productive disposition

  Melvin Rice
  ABE Instructor
  Kansas City Kansas Community College
  melvinr at kckcc.edu

  >>> <steinkedb at earthlink.net> 9/20/2007 8:57 AM >>>

  About test anxiety and "productive disposition":

  Melvin - My comments about Part/Whole concept are based on work by Les
Steffe (emeritus of the University of Georgia) and others. There may be
other developmental concepts besides Part/Whole that your "dyscalculia"
students missed somewhere along the line. Can you give a description of the
specific things your students seem unable to do? (I'm assuming your students
are of normal mental development and have not had traumatic brain injury.)

  Dorothea Steinke

  Hi Dorothea,

  Now keep in mind that I am no diagnostician, but a simple ABE math
instructor. That being said, The students I am thinking of are of average or
higher intelligence. However the basics of math such as number sense, basic
math facts, and simple computation constantly evade them. For the past year,
not only have I worked with them one-on-one as well as a traditional class
setting, but I have also had a math tutor working with them. They appear to
grasp a concept while working with it and then a few minutes later it is
gone. This does not happen with them in other disciplines, only math. I have
seen one of the students come to tears in frustration over not being able to
retain what was just covered minutes earlier. I have been using several of
the techniques picked up from the TIAN sessions I have attended, such as
calculators, manipulatives, and other hands-on material as well as the
EMPower books and this seems to be helping some. I really found the article
by Dr. Kenyon which I referenced in my earlier post to be enlightening and
provide another framework in which to view students who struggle with math.

  Melvin
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From Jan.Goldberg at dfa.state.ny.us  Thu Sep 20 15:08:54 2007
From: Jan.Goldberg at dfa.state.ny.us (Goldberg, Jan (ACS))
Date: Thu, 20 Sep 2007 15:08:54 -0400
Subject: [SpecialTopics 713] Re: Productive disposition
In-Reply-To: <EEEMJLGBLKAIEEGPGDHNOELOCGAA.steinkedb@earthlink.net>
References: <46F26FE1.6FA4.0093.1@kckcc.edu>
	<EEEMJLGBLKAIEEGPGDHNOELOCGAA.steinkedb@earthlink.net>
Message-ID: <86F596561BF25644847B434A41A0D95003941859@EXCNYSM0A1AI.nysemail.nyenet>

What is the hypothesis behind your  correlation between rolling over,
scooting, crawling and level of math literacy achieved?

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of
steinkedb at earthlink.net
Sent: Thursday, September 20, 2007 3:03 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 712] Re: Productive disposition

 

Melvin: What specifically edludes them?  Can they do single digit
addition OK? Is multiplication OK? Does the breakdown come at
subtraction and division? If so, are their answers in subtraction off by
1 all the time?  I have an idea of how to get started with them if this
last is true.

 

Another thing: Ask if they can ask a parent how they moved as an infant.
Did they roll over and over or scoot on their bottom and never crawl?

 

Dorothea

	-----Original Message-----
	From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Melvin Rice
	Sent: Thursday, September 20, 2007 12:04 PM
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 710] Re: Productive disposition

	 

	 

	Melvin Rice

	ABE Instructor

	Kansas City Kansas Community College

	melvinr at kckcc.edu 

	
	
	>>> <steinkedb at earthlink.net> 9/20/2007 8:57 AM >>>

	About test anxiety and "productive disposition":

	 

	Melvin - My comments about Part/Whole concept are based on work
by Les Steffe (emeritus of the University of Georgia) and others. There
may be other developmental concepts besides Part/Whole that your
"dyscalculia" students missed somewhere along the line. Can you give a
description of the specific things your students seem unable to do? (I'm
assuming your students are of normal mental development and have not had
traumatic brain injury.)  

	 

	Dorothea Steinke

	 

	Hi Dorothea,

	 

	Now keep in mind that I am no diagnostician, but a simple ABE
math instructor. That being said, The students I am thinking of are of
average or higher intelligence. However the basics of math such as
number sense, basic math facts, and simple computation constantly evade
them. For the past year, not only have I worked with them one-on-one as
well as a traditional class setting, but I have also had a math tutor
working with them. They appear to grasp a concept while working with it
and then a few minutes later it is gone. This does not happen with them
in other disciplines, only math. I have seen one of the students come to
tears in frustration over not being able to retain what was just covered
minutes earlier. I have been using several of the techniques picked up
from the TIAN sessions I have attended, such as calculators,
manipulatives, and other hands-on material as well as the EMPower books
and this seems to be helping some. I really found the article by Dr.
Kenyon which I referenced in my earlier post to be enlightening and
provide another framework in which to view students who struggle with
math.

	 

	Melvin

	 

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From mmanly at earthlink.net  Thu Sep 20 15:19:36 2007
From: mmanly at earthlink.net (Myrna Manly)
Date: Thu, 20 Sep 2007 12:19:36 -0700
Subject: [SpecialTopics 714] Re: Different skills
In-Reply-To: <8728940CA8973249ABCFCF502B57BF2207A35390@exchange.billings.k12.mt.us>
Message-ID: <E1IYRZ2-0006zZ-Kr@elasmtp-kukur.atl.sa.earthlink.net>

Hi Kathie,

 

What you have described is a terrific way to develop the confidence with
numbers that is part of numeracy.  Which specific manipulatives have you
found to be the most effective to show these alternative ways to compute?

 

Accepting more than one way to do a calculation is a necessity in adult
education because many of our students did not learn the traditional
"American" way.  Great discussions using mathematical reasoning come up when
more than one way is demonstrated (perhaps with manipulatives) by the
students. Some teachers may be uncomfortable with discussions like these.
If so, Mary Jane wrote a small pamphlet explaining many of the "foreign"
methods that come up in our classrooms. 

 

Myrna

 

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Kathie Daviau
Sent: Thursday, September 20, 2007 4:05 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 702] Re: Different skills

 

I feel an important skill -- maybe more so for us -- is to accept multiple
solutions.

Look at the problem 73-19. I can traditionally line it up, borrow, and get
the answer of 54. 

Or I can take 70-10=60; 3-9=-6; 60-6=54.

Or I can count up 19 to 29 to 39 to 49 to 59 to 69 get 50. Then from 69, 70
,71 ,72, 73 gives me 4 more for a total of 54.

Sometimes it is too easy for us to see "the right way" as the way we solved
the problem.  Manipulatives make the multiple solutions more obvious.

Kathie

-----Original Message-----
From: specialtopics-bounces at nifl.gov on behalf of Myrna Manly
Sent: Wed 9/19/2007 8:32 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 700] Re: Different skills

Hi all,

I always seem to be a day late in responding to David's questions.  Can I
blame it on the time zone?

He asked about which numeracy skills may have lost their critical nature
over the years and which have gained.  I'm going to start a list that you
can add to (with a little explanation, of course.)

Skills that are less critical:
        - completing accurate arithmetic operations with large numbers.
Since calculators and computers are ubiquitous these days, especially when
one is required to figure an exact result with large numbers (accounting
tasks, scientific calculations, etc), it would be foolish to calculate these
by hand.

Skills that are more critical:
        - estimating an approximate answer to computations. First, an
estimate is often all that one needs to make a decision or to determine how
much, say, paint that you need to finish a job. Secondly, when you use a
calculator to find an exact answer, you are asking for trouble if you don't
estimate to check if the answer is reasonable.  Large fingers and small
buttons lead to errors.

Comment: Note that this does not eliminate the requirement for knowledge of
"the facts".

 OK, I chose a very common example and left the more interesting ones to
you.  How about data analysis or algebraic reasoning? What kind of geometric
reasoning does a computer animator like Mary's son use?

Myrna

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of David J. Rosen
Sent: Wednesday, September 19, 2007 1:13 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 697] Components of Numeracy

Colleagues,

For those who have just joined us, all the messages in the discussion 
-- that began on Monday -- are archived at

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

Please send your questions and comments to specialtopics at nifl.gov  
Please do not include attachments in your postings, and -- where 
possible -- quote the section of the message you are replying to.  
Some of the replies also include a string of previous messages that 
makes the posting unnecessarily long.

Here are three more questions for our guests and others:

10. Can you tell us more about efforts to help adult education 
teachers improve their teaching of numeracy? For example the TIAN 
project and others?

11. Can you talk about - and give examples - of family numeracy?

12. Some would argue that math is sequential - shouldn't it be taught 
that way? If not, why not?

David J. Rosen
Special Projects Discussion Moderator
djrosen at comcast.net

-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to mmanly at earthlink.net

-------------------------------
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Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to
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From mary_jane_schmitt at terc.edu  Thu Sep 20 15:41:08 2007
From: mary_jane_schmitt at terc.edu (Mary Jane Schmitt)
Date: Thu, 20 Sep 2007 15:41:08 -0400
Subject: [SpecialTopics 715] Re: Components of Numeracy- cucumber slices
In-Reply-To: <8728940CA8973249ABCFCF502B57BF2208A11E8E@exchange.billings.k12.mt.us>
Message-ID: <OF54CBD7EE.9A6D99FB-ON8525735C.00591682-8525735C.006C23EC@terc.edu>

Three robust ideas are surfacing about using manipulatives in adult math 
classes 

1. Manipulatives (movable objects) can deepen the mathematical knowledge 
and understanding of students at ALL ages and levels. 

2. You can use almost anything as manipulatives (coins, chips, paper 
plates, candies, pattern blocks...) 

3. Manipulatives can help people communicate and reason mathematically. 

It's one thing to be able to find the answer to 2/3 divided by 1/4 by 
following the rule we all learned ...2/3 x 4/1 = 8/3 =2 2/3. It's another 
thing to be able to show it with objects.  Most of us who teach basic math 
know how to work out the symbolic math.  A few months ago, in a pd 
workshop, we posed the challenge to teachers after lunch: 
Show visually:
12 divided by 4
1/2 divded by 4
1/2 divided by 1/4
2/3 divided by 1/4

There was a lot of buzz as small groups worked out the problems with 
objects.  The tables were strewn with plastic chips, cubes, and pattern 
blocks, but one group raided the cucumber slices on two uneaten salads to 
show all 4 scenarios. I wish I could attach the photo. Manipulatives 
become a way of life if we routinely challenge ourselves and our students 
to "do the math" by connecting symbolic notation, visual models, and real 
life situations. 

There's a great resource called the National Library of Virtual 
Manipulatives http://nlvm.usu.edu/en/nav/vlibrary.html

Mary Jane

"Kathie Daviau" <daviauk at billings.k12.mt.us> 
Sent by: specialtopics-bounces at nifl.gov
09/20/07 11:58 AM
Please respond to
specialtopics at nifl.gov

To
<RS-Metternich at wiu.edu>, <specialtopics at nifl.gov>
cc

Subject
[SpecialTopics 705] Re: Components of Numeracy

I have made brownies (one pan for each class) and asked how to cut the 
brownies so each person gets exactly the same size piece.  This develops 
fractions, measurement and rulers, area, prime numbers and factors, and 
great verbalization of a math problem.  And? any activity involving food 
will be successful.
Kathie 
 

From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Rebecca Metternich
Sent: Thursday, September 20, 2007 9:30 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 704] Re: Components of Numeracy
 
I have used inexpensive paper plates and cut them apart.  You can have a 
set for each student.  A fun activity would be to bring in a bag of apples 
and plastic knives.  After a trip to the restroom to wash hands, students 
could cut up their apple, discuss the fractions represented, and finish 
with a nutritious snack.
 
I am enjoying the discussion.
 
Rebecca Metternich 
 
 
 
 
 

From: specialtopics-bounces at nifl.gov 
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Rose Steiner
Sent: Wednesday, September 19, 2007 6:31 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 699] Re: Components of Numeracy
Kate (and others),
You mentioned  "we had the appropriate manipulatives for ?halves, 
quarters, eighths, sixteenths, thirds, sixths, twelfths, fifths, and 
tenths." 
What exactly do you consider the appropriate manipulatives for these 
fractions?   Are there inexpensive ones that work well?  So many of our 
sites in Montana have limited funds and I am sure we are not alone.
We have used egg cartons (12 and 18 egg size) for many of these fractions. 
 But to do all of these, our class would need to make some adaptations to 
the cartons (i.e. cover up some of the egg slots so that are not a part of 
the whole, etc). 
I look forward to trying your 10 pages with my students.  ;-)
 
Thanks
Rose Steiner
I am enjoying this great discussion on the special topic of numeracy...

 
 
-------------------------------
National Institute for Literacy
Special Topics mailing list
SpecialTopics at nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/SpecialTopics
Email delivered to mary_jane_schmitt at terc.edu

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From j.e.ward at cox.net  Thu Sep 20 16:09:31 2007
From: j.e.ward at cox.net (Judy Ward)
Date: Thu, 20 Sep 2007 15:09:31 -0500
Subject: [SpecialTopics 716] Re: Productive disposition
In-Reply-To: <46F10C90.6FA4.0093.1@kckcc.edu>
Message-ID: <007501c7fbc2$2c281500$6502a8c0@Judy>

One point concerning a student's math and test anxiety that hasn't been
discussed is the anxiety level of the instructor related to teaching a
subject with which they have difficulty themselves. Many adult educators are
not prepared to teach math because of their week backgrounds which adds to
their anxiety level. They receive very little or no training for teaching
math and tend to teach the way they were taught. The majority of the
instructors who participated in the 3 year numeracy professional development
program I did in my state had never had any instruction in how to teach
math. There were a number of them who, after learning through the use of
manipulatives and visual methods what a fraction really meant, reacted in a
very emotional manner. These instructors had always thought that math was
beyond their understanding but yet, they were trying to help others learn
math. At the end of each semester several instructors would approach me with
"thankful tears" for finally receiving some help. 

 

Judy

 

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Melvin Rice
Sent: Wednesday, September 19, 2007 11:48 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 695] Re: Productive disposition

 

>>> "Lynda Ginsburg" <ginsburg at rci.rutgers.edu> 9/18/2007 9:30 PM >>>
Lenny, Pam and David,

I agree that many adults are anxious about math, and it often has to do
with tests. Lenny, your strategy of practicing for the test situation
until some of the fear subsided seems to have worked well.

In addition to anxiety there may be the possibility of a math specific
learning disability. I read an interesting article in the NCSALL publication
"Focus on Basics" on a condition called Dyscalculia. The article is
available on line at http://www.ncsall.net/?id=325 . According to the
article there are some specific signs of this condition, many of which I
have seen in a couple of my students. 

 

Melvin

 

Melvin Rice

ABE Instructor

Kansas City Kansas Community College

melvinr at kckcc.edu 

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From chagerty at co.union.oh.us  Thu Sep 20 17:15:08 2007
From: chagerty at co.union.oh.us (Cheryl Hagerty)
Date: Thu, 20 Sep 2007 17:15:08 -0400
Subject: [SpecialTopics 717] Re: Components of Numeracy-Manipulatives
Message-ID: <787F77C72666F14DA4C0E73796FF9C90027C6526@unionmail.co.union.oh.us>

I oversee a small program as well so we are looking for relatively inexpensive items to use.  But it was worth the ten to fifteen dollars for each set we invested in the fraction, decimal, percent, and equivalency towers that we purchased from www.learingresources.com <http://www.learingresources.com/> .  They are durable and very flexible in how we utilize them.  I also like the fact that they make the connections between fractions, decimals, and percents.

 

Cheryl Hagerty

literacy at co.union.oh.us

 

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Rose Steiner
Sent: Thursday, September 20, 2007 2:00 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 709] Re: Components of Numeracy

 

I like this idea Stephanie as it makes the fractions as a bar rather than a circle, etc.   I think the bar is a better way for seeing the fractional parts.

I see laminating them too and they would last a lot longer.  It also allows the fractions to lay on top of each other for equal values, etc.

Thanks

Rose Steiner

 

 

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Stephanie Shultz
Sent: Thursday, September 20, 2007 11:29 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 708] Re: Components of Numeracy

I also taught in a low budget Adult Ed program. I made a complete set of equivalent fraction bars for my students using colored heavy construction paper. I had one strip that represented one whole. It was in one color. Then, using another color I made models for ? of the original whole. Using a third color, I made a whole sheet of models of the whole divided into thirds.. I continued this way for several other fractional parts. I think I made the original templates on plain white paper and just filled the photocopy machine with a different color for each set of the fractions that I wanted the students to have. I cut out the strips and put the sets, which were now a collection of many different colors representing different fractions, in envelopes. The students used them when we talked about the basic definition of a fraction, for ordering fractions, naming equivalent fractions and for adding and subtracting fractions. It was definitely very cheap and as I recall effective enough for the work we were doing. 

Stephanie Shultz 

ESL Facilitator

Telamon Corporation

917 Mt. Hermon Rd.

Salisbury, MD 21804

410-546-4604 ext 118

sshultz at telamon.org

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Rose Steiner
Sent: Wednesday, September 19, 2007 6:31 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 699] Re: Components of Numeracy

Kate (and others),

You mentioned  "we had the appropriate manipulatives for -halves, quarters, eighths, sixteenths, thirds, sixths, twelfths, fifths, and tenths."  

What exactly do you consider the appropriate manipulatives for these fractions?   Are there inexpensive ones that work well?  So many of our sites in Montana have limited funds and I am sure we are not alone.

We have used egg cartons (12 and 18 egg size) for many of these fractions.  But to do all of these, our class would need to make some adaptations to the cartons (i.e. cover up some of the egg slots so that are not a part of the whole, etc).   

I look forward to trying your 10 pages with my students.  ;-)

Thanks

Rose Steiner

I am enjoying this great discussion on the special topic of numeracy...

 

  _____  

---

 

Telamon Corporation Disclaimer 2006 

This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the system manager. This message contains confidential information and is intended only for the individual named. If you are not the named addressee you should not disseminate, distribute or copy this e-mail. Please notify the sender immediately by e-mail if you have received this e-mail by mistake and delete this e-mail from your system. If you are not the intended recipient you are notified that disclosing, copying, distributing or taking any action in reliance on the contents of this information is strictly prohibited. 

 

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From steinkedb at earthlink.net  Thu Sep 20 18:12:31 2007
From: steinkedb at earthlink.net (steinkedb at earthlink.net)
Date: Thu, 20 Sep 2007 16:12:31 -0600
Subject: [SpecialTopics 718] Re: Productive disposition
In-Reply-To: <86F596561BF25644847B434A41A0D95003941859@EXCNYSM0A1AI.nysemail.nyenet>
Message-ID: <EEEMJLGBLKAIEEGPGDHNGEMACGAA.steinkedb@earthlink.net>

Jan and all:

It has to do with the 3 Stages model of children's development of number
sense developed by Les Steffe and refined by Paul Cobb. In their book
Construction of Arithmetical Meanings and Strategies (1988) they noted that
when children were about to enter the third stage (i.e., to grasp the
Part/Whole concept) their counting took on rhythmic characteristics.

Another author, Eloise Ristad: A Soprano on Her Head,  found that her piano
students who lacked an ability to keep a steady beat had not cross-crawled
as infants (i.e., left hand and right knee move together, then right hand
and left knee move together). That is, infants who rolled, scooted or
crawled left-side/right-side never established an internal steady beat.
Establishing a steady beat by cross-crawling is how we come to understand
the equal distance between the counting numbers on a number line as
preschoolers. If adults have not cross-crawled and never were exposed to a
number line, they may not have that sense of "equal distance of 1" between
the counting numbers. Hence, no number sense.

Other research also points to the importance of cross-crawling. I was at a
recent conference for preschool staff (state deparment of education
sponsored it). The word from the physical therapy people was that if infants
do not cross-crawl by 15 months there is concern that the normal development
process is not progressing as it should.

I know this is a little off the topic, but it may be of help.

Dorothea Steinke
  -----Original Message-----
  From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Goldberg, Jan (ACS)
  Sent: Thursday, September 20, 2007 1:09 PM
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 713] Re: Productive disposition

  What is the hypothesis behind your  correlation between rolling over,
scooting, crawling and level of math literacy achieved?

----------------------------------------------------------------------------
--

  From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of steinkedb at earthlink.net
  Sent: Thursday, September 20, 2007 3:03 PM
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 712] Re: Productive disposition

  Melvin: What specifically edludes them?  Can they do single digit addition
OK? Is multiplication OK? Does the breakdown come at subtraction and
division? If so, are their answers in subtraction off by 1 all the time?  I
have an idea of how to get started with them if this last is true.

  Another thing: Ask if they can ask a parent how they moved as an infant.
Did they roll over and over or scoot on their bottom and never crawl?

  Dorothea

    -----Original Message-----
    From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Melvin Rice
    Sent: Thursday, September 20, 2007 12:04 PM
    To: specialtopics at nifl.gov
    Subject: [SpecialTopics 710] Re: Productive disposition

    Melvin Rice

    ABE Instructor

    Kansas City Kansas Community College

    melvinr at kckcc.edu

    >>> <steinkedb at earthlink.net> 9/20/2007 8:57 AM >>>

    About test anxiety and "productive disposition":

    Melvin - My comments about Part/Whole concept are based on work by Les
Steffe (emeritus of the University of Georgia) and others. There may be
other developmental concepts besides Part/Whole that your "dyscalculia"
students missed somewhere along the line. Can you give a description of the
specific things your students seem unable to do? (I'm assuming your students
are of normal mental development and have not had traumatic brain injury.)

    Dorothea Steinke

    Hi Dorothea,

    Now keep in mind that I am no diagnostician, but a simple ABE math
instructor. That being said, The students I am thinking of are of average or
higher intelligence. However the basics of math such as number sense, basic
math facts, and simple computation constantly evade them. For the past year,
not only have I worked with them one-on-one as well as a traditional class
setting, but I have also had a math tutor working with them. They appear to
grasp a concept while working with it and then a few minutes later it is
gone. This does not happen with them in other disciplines, only math. I have
seen one of the students come to tears in frustration over not being able to
retain what was just covered minutes earlier. I have been using several of
the techniques picked up from the TIAN sessions I have attended, such as
calculators, manipulatives, and other hands-on material as well as the
EMPower books and this seems to be helping some. I really found the article
by Dr. Kenyon which I referenced in my earlier post to be enlightening and
provide another framework in which to view students who struggle with math.

    Melvin

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From djrosen at comcast.net  Thu Sep 20 18:44:59 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 20 Sep 2007 18:44:59 -0400
Subject: [SpecialTopics 719]  The Last day of Numeracy Discussion is Friday
Message-ID: <24DFBE3F-5931-4973-A539-17AE15341098@comcast.net>

Colleagues,

Now is the time, if you haven't yet, to post your questions and  
comments.  The numeracy discussion ends Friday.

Here are the last four questions from me, and others who have asked  
me to post a question:

13. The math test is the most frequently failed test on the GED  
battery. Why is math so hard for people?

14. What do effective approaches to teaching numeracy look like?

15. Most tests that are used in adult education and for college  
placement focus mainly on skills. How does teaching numeracy with all  
its components prepare adults for these tests? Wouldn?t a focus on  
practicing computation skills be a more efficient preparation for them?

16. You suggest that numeracy is a complex proficiency that involves  
the intertwining of multiple skills and understandings.  How do you  
recognize growth in something like conceptual understanding?

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From mtate at sbctc.edu  Thu Sep 20 20:02:36 2007
From: mtate at sbctc.edu (Michael Tate)
Date: Thu, 20 Sep 2007 17:02:36 -0700
Subject: [SpecialTopics 720] Re: Productive disposition
In-Reply-To: <EEEMJLGBLKAIEEGPGDHNGEMACGAA.steinkedb@earthlink.net>
References: <86F596561BF25644847B434A41A0D95003941859@EXCNYSM0A1AI.nysemail.nyenet>
	<EEEMJLGBLKAIEEGPGDHNGEMACGAA.steinkedb@earthlink.net>
Message-ID: <0CA6C79FCB4AC642A77B76C17A4316EE01EBF0C6@exch-1.sbctc2.local>

*         Interactive Metronome (now available on software) has been
found to be very helpful for sequencing and coordination, as well as
improving attention and concentration and helping reduce impulsivity.
It's found its way into professional  golf where it is used to improve
concentration and coordination.  I've seen it help learners with ADHD,
but there are claims it also helps those with sensory integration
disorder, non-verbal Learning disorder, autism spectrum disorder and
cerebral palsy.  It looks (and feels) like a second chance to get the
math concepts Dorothea is talking about.

Michael Tate

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of
steinkedb at earthlink.net
Sent: Thursday, September 20, 2007 3:13 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 718] Re: Productive disposition

 

Jan and all:

 

It has to do with the 3 Stages model of children's development of number
sense developed by Les Steffe and refined by Paul Cobb. In their book
Construction of Arithmetical Meanings and Strategies (1988) they noted
that when children were about to enter the third stage (i.e., to grasp
the Part/Whole concept) their counting took on rhythmic characteristics.

 

Another author, Eloise Ristad: A Soprano on Her Head,  found that her
piano students who lacked an ability to keep a steady beat had not
cross-crawled as infants (i.e., left hand and right knee move together,
then right hand and left knee move together). That is, infants who
rolled, scooted or crawled left-side/right-side never established an
internal steady beat. Establishing a steady beat by cross-crawling is
how we come to understand the equal distance between the counting
numbers on a number line as preschoolers. If adults have not
cross-crawled and never were exposed to a number line, they may not have
that sense of "equal distance of 1" between the counting numbers. Hence,
no number sense.

 

Other research also points to the importance of cross-crawling. I was at
a recent conference for preschool staff (state deparment of education
sponsored it). The word from the physical therapy people was that if
infants do not cross-crawl by 15 months there is concern that the normal
development process is not progressing as it should.

 

I know this is a little off the topic, but it may be of help.

 

Dorothea Steinke

	-----Original Message-----
	From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Goldberg, Jan (ACS)
	Sent: Thursday, September 20, 2007 1:09 PM
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 713] Re: Productive disposition

	What is the hypothesis behind your  correlation between rolling
over, scooting, crawling and level of math literacy achieved?

________________________________

	From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of
steinkedb at earthlink.net
	Sent: Thursday, September 20, 2007 3:03 PM
	To: specialtopics at nifl.gov
	Subject: [SpecialTopics 712] Re: Productive disposition

	 

	Melvin: What specifically edludes them?  Can they do single
digit addition OK? Is multiplication OK? Does the breakdown come at
subtraction and division? If so, are their answers in subtraction off by
1 all the time?  I have an idea of how to get started with them if this
last is true.

	 

	Another thing: Ask if they can ask a parent how they moved as an
infant. Did they roll over and over or scoot on their bottom and never
crawl?

	 

	Dorothea

		-----Original Message-----
		From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Melvin Rice
		Sent: Thursday, September 20, 2007 12:04 PM
		To: specialtopics at nifl.gov
		Subject: [SpecialTopics 710] Re: Productive disposition

		 

		 

		Melvin Rice

		ABE Instructor

		Kansas City Kansas Community College

		melvinr at kckcc.edu 

		
		
		>>> <steinkedb at earthlink.net> 9/20/2007 8:57 AM >>>

		About test anxiety and "productive disposition":

		 

		Melvin - My comments about Part/Whole concept are based
on work by Les Steffe (emeritus of the University of Georgia) and
others. There may be other developmental concepts besides Part/Whole
that your "dyscalculia" students missed somewhere along the line. Can
you give a description of the specific things your students seem unable
to do? (I'm assuming your students are of normal mental development and
have not had traumatic brain injury.)  

		 

		Dorothea Steinke

		 

		Hi Dorothea,

		 

		Now keep in mind that I am no diagnostician, but a
simple ABE math instructor. That being said, The students I am thinking
of are of average or higher intelligence. However the basics of math
such as number sense, basic math facts, and simple computation
constantly evade them. For the past year, not only have I worked with
them one-on-one as well as a traditional class setting, but I have also
had a math tutor working with them. They appear to grasp a concept while
working with it and then a few minutes later it is gone. This does not
happen with them in other disciplines, only math. I have seen one of the
students come to tears in frustration over not being able to retain what
was just covered minutes earlier. I have been using several of the
techniques picked up from the TIAN sessions I have attended, such as
calculators, manipulatives, and other hands-on material as well as the
EMPower books and this seems to be helping some. I really found the
article by Dr. Kenyon which I referenced in my earlier post to be
enlightening and provide another framework in which to view students who
struggle with math.

		 

		Melvin

		 

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From daviauk at billings.k12.mt.us  Thu Sep 20 21:20:52 2007
From: daviauk at billings.k12.mt.us (Kathie Daviau)
Date: Thu, 20 Sep 2007 19:20:52 -0600
Subject: [SpecialTopics 721] Re: Productive disposition
References: <007501c7fbc2$2c281500$6502a8c0@Judy>
Message-ID: <8728940CA8973249ABCFCF502B57BF2207A35392@exchange.billings.k12.mt.us>

AFT's ER&D (Educational Research and Dissemination) program has a class called Thinking Math.  They have developed Thinking Math 1, 2, 3, and Middle School.  The classes are fantastic; all based on level three research.  The classes show you the research and then how to apply it to your situation. If you have these programs available to you, I strongly recommend them.  
Kathie

-----Original Message-----
From: specialtopics-bounces at nifl.gov on behalf of Judy Ward
Sent: Thu 9/20/2007 2:09 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 716] Re: Productive disposition
 
One point concerning a student's math and test anxiety that hasn't been
discussed is the anxiety level of the instructor related to teaching a
subject with which they have difficulty themselves. Many adult educators are
not prepared to teach math because of their week backgrounds which adds to
their anxiety level. They receive very little or no training for teaching
math and tend to teach the way they were taught. The majority of the
instructors who participated in the 3 year numeracy professional development
program I did in my state had never had any instruction in how to teach
math. There were a number of them who, after learning through the use of
manipulatives and visual methods what a fraction really meant, reacted in a
very emotional manner. These instructors had always thought that math was
beyond their understanding but yet, they were trying to help others learn
math. At the end of each semester several instructors would approach me with
"thankful tears" for finally receiving some help. 

 

Judy

 

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Melvin Rice
Sent: Wednesday, September 19, 2007 11:48 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 695] Re: Productive disposition

 

>>> "Lynda Ginsburg" <ginsburg at rci.rutgers.edu> 9/18/2007 9:30 PM >>>
Lenny, Pam and David,

I agree that many adults are anxious about math, and it often has to do
with tests. Lenny, your strategy of practicing for the test situation
until some of the fear subsided seems to have worked well.

In addition to anxiety there may be the possibility of a math specific
learning disability. I read an interesting article in the NCSALL publication
"Focus on Basics" on a condition called Dyscalculia. The article is
available on line at http://www.ncsall.net/?id=325 . According to the
article there are some specific signs of this condition, many of which I
have seen in a couple of my students. 

 

Melvin

 

Melvin Rice

ABE Instructor

Kansas City Kansas Community College

melvinr at kckcc.edu 

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From Mdr151 at aol.com  Thu Sep 20 22:30:43 2007
From: Mdr151 at aol.com (Mdr151 at aol.com)
Date: Thu, 20 Sep 2007 22:30:43 EDT
Subject: [SpecialTopics 722] Re: The Last day of Numeracy Discussion is
	Friday
Message-ID: <be7.1fda7ca5.342486d3@aol.com>

 
In a message dated 9/20/2007 5:46:46 P.M. Eastern Standard Time,  
djrosen at comcast.net writes:

Most  tests that are used in adult education and for college  
placement  focus mainly on skills. How does teaching numeracy with all  
its  components prepare adults for these tests? Wouldn?t a focus on   
practicing computation skills be a more efficient preparation for  them?

If practicing computation skills worked, then why are our adult ed and  
developmental classes flooded with students that can't do computation? What I  have 
found is that teaching conceptually is the "Velcro" that helps mathematical  
concepts stay with a student.  Most placement tests are multiple choice.  
Using reasoning and estimation skills aid students to eliminate answers that  
don't make sense. Beyond that, once a student passes a college placement exam,  
the ability to problem solve, think mathematically, and feel confident about  
math are  far greater skills to have as they engage in higher  mathematics. 
 
Pam Meader

************************************** See what's new at http://www.aol.com
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From nonesuch at mala.ca  Fri Sep 21 08:13:28 2007
From: nonesuch at mala.ca (Kate Nonesuch)
Date: Fri, 21 Sep 2007 05:13:28 -0700
Subject: [SpecialTopics 723] Re: Components of Numeracy-Manipulatives
References: <787F77C72666F14DA4C0E73796FF9C90027C6526@unionmail.co.union.oh.us>
Message-ID: <4DA696749F7F4B4F85E67688BF659E8201AD746B@sidney.capitan.mala.bc.ca>

Rose, 

I started with a similar set to the one Stephanie mentioned (below).  I like to use them because they are so cheap that everyone can have a set, and can take sets home to use with their kids, who are often having similar problems understanding fractions. 

 

However, I have also accumulated over the years various commercial manipulatives--I particularly like Fraction Stax (google the name for more info) because students find them easy to manipulate.  Also have some cardboard pizzas, much cheaper!  The fraction stax are about $25.00 --by the time I paid for them in Canadian dollars, years ago,  they cost me nearly twice as much.  However, I have been using the same four sets of stax for 7 years, and not a piece is lost, not a piece broken.  Considering there are about 50 pieces in a set, I think that says something for the value students place on them. 

 

I also have been enjoying this week's discussion.  Thanks! 

 
Kate Nonesuch
Career and Academic Preparation
Malaspina University-College, Cowichan Campus
222 Cowichan Way
Duncan, BC
V9L 6P4
 
nonesuch at mala.ca
phone:  (250) 746-3565
Fax:  (250) 746-3563

 
________________________________

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Rose Steiner
Sent: Wednesday, September 19, 2007 6:31 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 699] Re: Components of Numeracy

Kate (and others),

You mentioned  "we had the appropriate manipulatives for -halves, quarters, eighths, sixteenths, thirds, sixths, twelfths, fifths, and tenths."  

What exactly do you consider the appropriate manipulatives for these fractions?   Are there inexpensive ones that work well?  So many of our sites in Montana have limited funds and I am sure we are not alone.

We have used egg cartons (12 and 18 egg size) for many of these fractions.  But to do all of these, our class would need to make some adaptations to the cartons (i.e. cover up some of the egg slots so that are not a part of the whole, etc).   

I look forward to trying your 10 pages with my students.  ;-)

Thanks

Rose Steiner

I am enjoying this great discussion on the special topic of numeracy...

 

Stephanie Shultz wrote:    

I also taught in a low budget Adult Ed program. I made a complete set of equivalent fraction bars for my students using colored heavy construction paper. I had one strip that represented one whole. It was in one color. Then, using another color I made models for ? of the original whole. Using a third color, I made a whole sheet of models of the whole divided into thirds.. I continued this way for several other fractional parts. I think I made the original templates on plain white paper and just filled the photocopy machine with a different color for each set of the fractions that I wanted the students to have. I cut out the strips and put the sets, which were now a collection of many different colors representing different fractions, in envelopes. The students used them when we talked about the basic definition of a fraction, for ordering fractions, naming equivalent fractions and for adding and subtracting fractions. It was definitely very cheap and as I recall effective enough for the work we were doing. 

 

 

 

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From jkantner at kishwaukeecollege.edu  Fri Sep 21 09:08:56 2007
From: jkantner at kishwaukeecollege.edu (Joanne Kantner)
Date: Fri, 21 Sep 2007 08:08:56 -0500
Subject: [SpecialTopics 724] Re: The Last day of Numeracy Discussion isFriday
In-Reply-To: <be7.1fda7ca5.342486d3@aol.com>
Message-ID: <200709211303.IAA03410@kishwaukeecollege.edu>

Not only is conceptual understanding the "Velcro" that helps mathematical
concepts stay with students, conceptual understanding is needed for
transferability of mathematics to a new situation.  They need to see the
mathematics in different situations.    Whether or not a student will ever
move vertically in mathematics, all workers need the ability to apply
mathematics horizontally to future problems.  Technology advancements and
globalization are rapidly changing skill sets for current jobs.
Transferability is important to adapt to learning new skill sets, learning
new jobs, or learning towards career changes.  We not only need to prepare
our students mathematically for current needs, but provide a mathematical
foundation on which they can build for future needs unknown to exist right
now.  
 
Joanne Kantner
Adult Student Connections
Adult & Continuing Education
Department of Mathematics
Kishwaukee College

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Mdr151 at aol.com
Sent: Thursday, September 20, 2007 9:31 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 722] Re: The Last day of Numeracy Discussion
isFriday

In a message dated 9/20/2007 5:46:46 P.M. Eastern Standard Time,
djrosen at comcast.net writes:

Most tests that are used in adult education and for college  
placement focus mainly on skills. How does teaching numeracy with all  
its components prepare adults for these tests? Wouldn't a focus on  
practicing computation skills be a more efficient preparation for them?

If practicing computation skills worked, then why are our adult ed and
developmental classes flooded with students that can't do computation? What
I have found is that teaching conceptually is the "Velcro" that helps
mathematical concepts stay with a student.  Most placement tests are
multiple choice. Using reasoning and estimation skills aid students to
eliminate answers that don't make sense. Beyond that, once a student passes
a college placement exam, the ability to problem solve, think
mathematically, and feel confident about math are  far greater skills to
have as they engage in higher mathematics. 
 
Pam Meader

  _____  

See what's new at AOL.com <http://www.aol.com?NCID=AOLCMP00300000001170>
and Make AOL Your Homepage
<http://www.aol.com/mksplash.adp?NCID=AOLCMP00300000001169> .
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From mjohn at kats.tec.ks.us  Fri Sep 21 09:45:07 2007
From: mjohn at kats.tec.ks.us (Mari John)
Date: Fri, 21 Sep 2007 08:45:07 -0500
Subject: [SpecialTopics 725] Re: SpecialTopics Digest,
 Regarding David's final questions on Numeracy...
In-Reply-To: <mailman.42928.1190345253.788.specialtopics@nifl.gov>
References: <mailman.42928.1190345253.788.specialtopics@nifl.gov>
Message-ID: <865A528E040AE54A995A45896AE96E7E0A9C2E7669@exchange.kats.tec.ks.us>

David,

In answering question #14. "What do effective approaches to teaching numeracy look like?" I always rely on the Socratic approach.  Of course, I'm a disciple of Socratic teaching for ALL teaching.  Students become engaged when a question is directed whether it's numeracy or social studies.  Also, a revisiting of teacher "wait time" I think is worth mentioning.  It is vital for all students but especially those with dyscalculia or fundamentally slower processors.  I've enjoyed the dialogue.  Thanks.

Mari John
Kansas

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of specialtopics-request at nifl.gov
Sent: Thursday, September 20, 2007 10:28 PM
To: specialtopics at nifl.gov
Subject: SpecialTopics Digest, Vol 14, Issue 43

Send SpecialTopics mailing list submissions to
        specialtopics at nifl.gov

To subscribe or unsubscribe via the World Wide Web, visit
        http://www.nifl.gov/mailman/listinfo/specialtopics
or, via email, send a message with subject or body 'help' to
        specialtopics-request at nifl.gov

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        specialtopics-owner at nifl.gov

When replying, please edit your Subject line so it is more specific
than "Re: Contents of SpecialTopics digest..."

Today's Topics:

   1. [SpecialTopics 718] Re: Productive disposition
      (steinkedb at earthlink.net)
   2. [SpecialTopics 719]  The Last day of Numeracy Discussion is
      Friday (David J. Rosen)
   3. [SpecialTopics 720] Re: Productive disposition (Michael Tate)
   4. [SpecialTopics 721] Re: Productive disposition (Kathie Daviau)

----------------------------------------------------------------------

Message: 1
Date: Thu, 20 Sep 2007 16:12:31 -0600
From: <steinkedb at earthlink.net>
Subject: [SpecialTopics 718] Re: Productive disposition
To: <specialtopics at nifl.gov>
Message-ID: <EEEMJLGBLKAIEEGPGDHNGEMACGAA.steinkedb at earthlink.net>
Content-Type: text/plain; charset="us-ascii"

Jan and all:

It has to do with the 3 Stages model of children's development of number
sense developed by Les Steffe and refined by Paul Cobb. In their book
Construction of Arithmetical Meanings and Strategies (1988) they noted that
when children were about to enter the third stage (i.e., to grasp the
Part/Whole concept) their counting took on rhythmic characteristics.

Another author, Eloise Ristad: A Soprano on Her Head,  found that her piano
students who lacked an ability to keep a steady beat had not cross-crawled
as infants (i.e., left hand and right knee move together, then right hand
and left knee move together). That is, infants who rolled, scooted or
crawled left-side/right-side never established an internal steady beat.
Establishing a steady beat by cross-crawling is how we come to understand
the equal distance between the counting numbers on a number line as
preschoolers. If adults have not cross-crawled and never were exposed to a
number line, they may not have that sense of "equal distance of 1" between
the counting numbers. Hence, no number sense.

Other research also points to the importance of cross-crawling. I was at a
recent conference for preschool staff (state deparment of education
sponsored it). The word from the physical therapy people was that if infants
do not cross-crawl by 15 months there is concern that the normal development
process is not progressing as it should.

I know this is a little off the topic, but it may be of help.

Dorothea Steinke
  -----Original Message-----
  From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Goldberg, Jan (ACS)
  Sent: Thursday, September 20, 2007 1:09 PM
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 713] Re: Productive disposition

  What is the hypothesis behind your  correlation between rolling over,
scooting, crawling and level of math literacy achieved?

----------------------------------------------------------------------------
--

  From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of steinkedb at earthlink.net
  Sent: Thursday, September 20, 2007 3:03 PM
  To: specialtopics at nifl.gov
  Subject: [SpecialTopics 712] Re: Productive disposition

  Melvin: What specifically edludes them?  Can they do single digit addition
OK? Is multiplication OK? Does the breakdown come at subtraction and
division? If so, are their answers in subtraction off by 1 all the time?  I
have an idea of how to get started with them if this last is true.

  Another thing: Ask if they can ask a parent how they moved as an infant.
Did they roll over and over or scoot on their bottom and never crawl?

  Dorothea

    -----Original Message-----
    From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Melvin Rice
    Sent: Thursday, September 20, 2007 12:04 PM
    To: specialtopics at nifl.gov
    Subject: [SpecialTopics 710] Re: Productive disposition

    Melvin Rice

    ABE Instructor

    Kansas City Kansas Community College

    melvinr at kckcc.edu

    >>> <steinkedb at earthlink.net> 9/20/2007 8:57 AM >>>

    About test anxiety and "productive disposition":

    Melvin - My comments about Part/Whole concept are based on work by Les
Steffe (emeritus of the University of Georgia) and others. There may be
other developmental concepts besides Part/Whole that your "dyscalculia"
students missed somewhere along the line. Can you give a description of the
specific things your students seem unable to do? (I'm assuming your students
are of normal mental development and have not had traumatic brain injury.)

    Dorothea Steinke

    Hi Dorothea,

    Now keep in mind that I am no diagnostician, but a simple ABE math
instructor. That being said, The students I am thinking of are of average or
higher intelligence. However the basics of math such as number sense, basic
math facts, and simple computation constantly evade them. For the past year,
not only have I worked with them one-on-one as well as a traditional class
setting, but I have also had a math tutor working with them. They appear to
grasp a concept while working with it and then a few minutes later it is
gone. This does not happen with them in other disciplines, only math. I have
seen one of the students come to tears in frustration over not being able to
retain what was just covered minutes earlier. I have been using several of
the techniques picked up from the TIAN sessions I have attended, such as
calculators, manipulatives, and other hands-on material as well as the
EMPower books and this seems to be helping some. I really found the article
by Dr. Kenyon which I referenced in my earlier post to be enlightening and
provide another framework in which to view students who struggle with math.

    Melvin

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------------------------------

Message: 2
Date: Thu, 20 Sep 2007 18:44:59 -0400
From: "David J. Rosen" <djrosen at comcast.net>
Subject: [SpecialTopics 719]  The Last day of Numeracy Discussion is
        Friday
To: specialtopics at nifl.gov
Message-ID: <24DFBE3F-5931-4973-A539-17AE15341098 at comcast.net>
Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;
        format=flowed

Colleagues,

Now is the time, if you haven't yet, to post your questions and
comments.  The numeracy discussion ends Friday.

Here are the last four questions from me, and others who have asked
me to post a question:

13. The math test is the most frequently failed test on the GED
battery. Why is math so hard for people?

14. What do effective approaches to teaching numeracy look like?

15. Most tests that are used in adult education and for college
placement focus mainly on skills. How does teaching numeracy with all
its components prepare adults for these tests? Wouldn?t a focus on
practicing computation skills be a more efficient preparation for them?

16. You suggest that numeracy is a complex proficiency that involves
the intertwining of multiple skills and understandings.  How do you
recognize growth in something like conceptual understanding?

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

------------------------------

Message: 3
Date: Thu, 20 Sep 2007 17:02:36 -0700
From: "Michael Tate" <mtate at sbctc.edu>
Subject: [SpecialTopics 720] Re: Productive disposition
To: <specialtopics at nifl.gov>
Message-ID:
        <0CA6C79FCB4AC642A77B76C17A4316EE01EBF0C6 at exch-1.sbctc2.local>
Content-Type: text/plain; charset="us-ascii"

*         Interactive Metronome (now available on software) has been
found to be very helpful for sequencing and coordination, as well as
improving attention and concentration and helping reduce impulsivity.
It's found its way into professional  golf where it is used to improve
concentration and coordination.  I've seen it help learners with ADHD,
but there are claims it also helps those with sensory integration
disorder, non-verbal Learning disorder, autism spectrum disorder and
cerebral palsy.  It looks (and feels) like a second chance to get the
math concepts Dorothea is talking about.

Michael Tate

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of
steinkedb at earthlink.net
Sent: Thursday, September 20, 2007 3:13 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 718] Re: Productive disposition

Jan and all:

It has to do with the 3 Stages model of children's development of number
sense developed by Les Steffe and refined by Paul Cobb. In their book
Construction of Arithmetical Meanings and Strategies (1988) they noted
that when children were about to enter the third stage (i.e., to grasp
the Part/Whole concept) their counting took on rhythmic characteristics.

Another author, Eloise Ristad: A Soprano on Her Head,  found that her
piano students who lacked an ability to keep a steady beat had not
cross-crawled as infants (i.e., left hand and right knee move together,
then right hand and left knee move together). That is, infants who
rolled, scooted or crawled left-side/right-side never established an
internal steady beat. Establishing a steady beat by cross-crawling is
how we come to understand the equal distance between the counting
numbers on a number line as preschoolers. If adults have not
cross-crawled and never were exposed to a number line, they may not have
that sense of "equal distance of 1" between the counting numbers. Hence,
no number sense.

Other research also points to the importance of cross-crawling. I was at
a recent conference for preschool staff (state deparment of education
sponsored it). The word from the physical therapy people was that if
infants do not cross-crawl by 15 months there is concern that the normal
development process is not progressing as it should.

I know this is a little off the topic, but it may be of help.

Dorothea Steinke

        -----Original Message-----
        From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Goldberg, Jan (ACS)
        Sent: Thursday, September 20, 2007 1:09 PM
        To: specialtopics at nifl.gov
        Subject: [SpecialTopics 713] Re: Productive disposition

        What is the hypothesis behind your  correlation between rolling
over, scooting, crawling and level of math literacy achieved?

________________________________

        From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of
steinkedb at earthlink.net
        Sent: Thursday, September 20, 2007 3:03 PM
        To: specialtopics at nifl.gov
        Subject: [SpecialTopics 712] Re: Productive disposition

        Melvin: What specifically edludes them?  Can they do single
digit addition OK? Is multiplication OK? Does the breakdown come at
subtraction and division? If so, are their answers in subtraction off by
1 all the time?  I have an idea of how to get started with them if this
last is true.

        Another thing: Ask if they can ask a parent how they moved as an
infant. Did they roll over and over or scoot on their bottom and never
crawl?

        Dorothea

                -----Original Message-----
                From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov]On Behalf Of Melvin Rice
                Sent: Thursday, September 20, 2007 12:04 PM
                To: specialtopics at nifl.gov
                Subject: [SpecialTopics 710] Re: Productive disposition

                Melvin Rice

                ABE Instructor

                Kansas City Kansas Community College

                melvinr at kckcc.edu

                >>> <steinkedb at earthlink.net> 9/20/2007 8:57 AM >>>

                About test anxiety and "productive disposition":

                Melvin - My comments about Part/Whole concept are based
on work by Les Steffe (emeritus of the University of Georgia) and
others. There may be other developmental concepts besides Part/Whole
that your "dyscalculia" students missed somewhere along the line. Can
you give a description of the specific things your students seem unable
to do? (I'm assuming your students are of normal mental development and
have not had traumatic brain injury.)

                Dorothea Steinke

                Hi Dorothea,

                Now keep in mind that I am no diagnostician, but a
simple ABE math instructor. That being said, The students I am thinking
of are of average or higher intelligence. However the basics of math
such as number sense, basic math facts, and simple computation
constantly evade them. For the past year, not only have I worked with
them one-on-one as well as a traditional class setting, but I have also
had a math tutor working with them. They appear to grasp a concept while
working with it and then a few minutes later it is gone. This does not
happen with them in other disciplines, only math. I have seen one of the
students come to tears in frustration over not being able to retain what
was just covered minutes earlier. I have been using several of the
techniques picked up from the TIAN sessions I have attended, such as
calculators, manipulatives, and other hands-on material as well as the
EMPower books and this seems to be helping some. I really found the
article by Dr. Kenyon which I referenced in my earlier post to be
enlightening and provide another framework in which to view students who
struggle with math.

                Melvin

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Message: 4
Date: Thu, 20 Sep 2007 19:20:52 -0600
From: "Kathie Daviau" <daviauk at billings.k12.mt.us>
Subject: [SpecialTopics 721] Re: Productive disposition
To: <specialtopics at nifl.gov>
Message-ID:
        <8728940CA8973249ABCFCF502B57BF2207A35392 at exchange.billings.k12.mt.us>
Content-Type: text/plain; charset="iso-8859-1"

AFT's ER&D (Educational Research and Dissemination) program has a class called Thinking Math.  They have developed Thinking Math 1, 2, 3, and Middle School.  The classes are fantastic; all based on level three research.  The classes show you the research and then how to apply it to your situation. If you have these programs available to you, I strongly recommend them.
Kathie

-----Original Message-----
From: specialtopics-bounces at nifl.gov on behalf of Judy Ward
Sent: Thu 9/20/2007 2:09 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 716] Re: Productive disposition

One point concerning a student's math and test anxiety that hasn't been
discussed is the anxiety level of the instructor related to teaching a
subject with which they have difficulty themselves. Many adult educators are
not prepared to teach math because of their week backgrounds which adds to
their anxiety level. They receive very little or no training for teaching
math and tend to teach the way they were taught. The majority of the
instructors who participated in the 3 year numeracy professional development
program I did in my state had never had any instruction in how to teach
math. There were a number of them who, after learning through the use of
manipulatives and visual methods what a fraction really meant, reacted in a
very emotional manner. These instructors had always thought that math was
beyond their understanding but yet, they were trying to help others learn
math. At the end of each semester several instructors would approach me with
"thankful tears" for finally receiving some help.

Judy

-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Melvin Rice
Sent: Wednesday, September 19, 2007 11:48 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 695] Re: Productive disposition

>>> "Lynda Ginsburg" <ginsburg at rci.rutgers.edu> 9/18/2007 9:30 PM >>>
Lenny, Pam and David,

I agree that many adults are anxious about math, and it often has to do
with tests. Lenny, your strategy of practicing for the test situation
until some of the fear subsided seems to have worked well.

In addition to anxiety there may be the possibility of a math specific
learning disability. I read an interesting article in the NCSALL publication
"Focus on Basics" on a condition called Dyscalculia. The article is
available on line at http://www.ncsall.net/?id=325 . According to the
article there are some specific signs of this condition, many of which I
have seen in a couple of my students.

Melvin

Melvin Rice

ABE Instructor

Kansas City Kansas Community College

melvinr at kckcc.edu

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-------------------------------
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Special Topics mailing list
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To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics

End of SpecialTopics Digest, Vol 14, Issue 43
*********************************************

From marty.lopinto at fuse.net  Fri Sep 21 11:25:48 2007
From: marty.lopinto at fuse.net (marty.lopinto at fuse.net)
Date: Fri, 21 Sep 2007 11:25:48 -0400
Subject: [SpecialTopics 726] Re: Components of Numeracy-Manipulatives
Message-ID: <22473996.1190388348580.JavaMail.root@wmvirt1>

I also use Fraction Stax in my classroom - get manipulative for fractions.
I aslo so an activiity where each student get a 12 inch strip of paper.  We fold into Halves , then fourths, then eighths, then 16ths.  Lots of discussion takes place - frac/dec/%

It also leads to a great lesson on measurement.  my students have a lot of trouble reading rulers & finding the distance from one point to another on a ruler.

Enjoyed discussion too!

--
Marty Lopinto

---- Kate Nonesuch <nonesuch at mala.ca> wrote: 
> Rose, 
> 
> I started with a similar set to the one Stephanie mentioned (below).  I like to use them because they are so cheap that everyone can have a set, and can take sets home to use with their kids, who are often having similar problems understanding fractions. 
> 
>  
> 
> However, I have also accumulated over the years various commercial manipulatives--I particularly like Fraction Stax (google the name for more info) because students find them easy to manipulate.  Also have some cardboard pizzas, much cheaper!  The fraction stax are about $25.00 --by the time I paid for them in Canadian dollars, years ago,  they cost me nearly twice as much.  However, I have been using the same four sets of stax for 7 years, and not a piece is lost, not a piece broken.  Considering there are about 50 pieces in a set, I think that says something for the value students place on them. 
> 
>  
> 
> I also have been enjoying this week's discussion.  Thanks! 
> 
>  
> Kate Nonesuch
> Career and Academic Preparation
> Malaspina University-College, Cowichan Campus
> 222 Cowichan Way
> Duncan, BC
> V9L 6P4
>  
> nonesuch at mala.ca
> phone:  (250) 746-3565
> Fax:  (250) 746-3563
> 
>  
> ________________________________
> 
> 
> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Rose Steiner
> Sent: Wednesday, September 19, 2007 6:31 PM
> To: specialtopics at nifl.gov
> Subject: [SpecialTopics 699] Re: Components of Numeracy
> 
> Kate (and others),
> 
> You mentioned  "we had the appropriate manipulatives for -halves, quarters, eighths, sixteenths, thirds, sixths, twelfths, fifths, and tenths."  
> 
> What exactly do you consider the appropriate manipulatives for these fractions?   Are there inexpensive ones that work well?  So many of our sites in Montana have limited funds and I am sure we are not alone.
> 
> We have used egg cartons (12 and 18 egg size) for many of these fractions.  But to do all of these, our class would need to make some adaptations to the cartons (i.e. cover up some of the egg slots so that are not a part of the whole, etc).   
> 
> I look forward to trying your 10 pages with my students.  ;-)
> 
> Thanks
> 
> Rose Steiner
> 
> I am enjoying this great discussion on the special topic of numeracy...
> 
> 
>  
> 
> Stephanie Shultz wrote:    
> 
> I also taught in a low budget Adult Ed program. I made a complete set of equivalent fraction bars for my students using colored heavy construction paper. I had one strip that represented one whole. It was in one color. Then, using another color I made models for ? of the original whole. Using a third color, I made a whole sheet of models of the whole divided into thirds.. I continued this way for several other fractional parts. I think I made the original templates on plain white paper and just filled the photocopy machine with a different color for each set of the fractions that I wanted the students to have. I cut out the strips and put the sets, which were now a collection of many different colors representing different fractions, in envelopes. The students used them when we talked about the basic definition of a fraction, for ordering fractions, naming equivalent fractions and for adding and subtracting fractions. It was definitely very cheap and as I recall effective enough for the work we were doing. 
> 
>  
> 
>  
> 
>  
> 

From djrosen at comcast.net  Fri Sep 21 18:19:06 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 21 Sep 2007 18:19:06 -0400
Subject: [SpecialTopics 727]  Numeracy Discussion Comes to a Close
Message-ID: <7AD9E43A-928F-4F1C-AA55-5F825EFF8534@comcast.net>

Colleagues,

Our discussion on the components of numeracy has come to a close.  I  
want to thank our guests, Myrna Manly, Lynda Ginsburg and Mary Jane  
Schmitt for joining us, and for their terrific contributions.  I also  
want to thank those many subscribers who joined in and added greatly  
to the discussion.  This was one of the liveliest and most  
informative of our discussions.

The discussion is available in the National Instititute for Literacy  
discussion list archives at

http://www.nifl.gov/pipermail/specialtopics/2007/date.html

and it will also be archived by Esther Leonelli on the Adult Literacy  
Education Wiki.  When that's ready Esther or I will post a message to  
let you know.

I want to let you know that there is a discussion list devoted to  
adult numeracy.  To subscribe,

-Send an e-mail to
-majordomo at world.std.com.
-In the body of the message type "subscribe numeracy your_address"

This past couple of months we have had four discussions on the  
Special Topics discussion list, the last two, back-to-back!  We'll  
take a little break now.  While there may be one or two remaining  
messages posted today or tomorrow, after that, the list will be  
quiet.  You may unsubscribe or wait to see what's next.

To see what other National Institute for Literacy discussions are  
planned go to:

http://www.nifl.gov/lincs/discussions/list_events.html

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From mtate at sbctc.edu  Fri Sep 21 17:47:15 2007
From: mtate at sbctc.edu (Michael Tate)
Date: Fri, 21 Sep 2007 14:47:15 -0700
Subject: [SpecialTopics 728]  International Programs Discussion
Message-ID: <0CA6C79FCB4AC642A77B76C17A4316EE01EBF36B@exch-1.sbctc2.local>

David and all:  Is there any chance International Programs could become
one of the  "daily" listservs?  

 

If you need more "occasional" Special Project topics, how about 

 

1.       Using games and simulations in the classroom (I would suggest
Sivasailam "Thiagi" Thiagarajan to lead this.  I think Thiagi  is still
at one of the Indiana State Universities.)

2.       Speaking/Public Speaking and Listening activities for native
speakers 

3.       Using volunteer tutors in the classroom

4.       Teaching critical thinking  

5.       Tips for teachers becoming Managers or Supervisors

6.       When does a teacher need to shift from teaching-in-context to
de-contextualizing

 

I don't know if each of these topics merit a week.  

 

Thanks again for all your hard work organizing the special projects!

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From DJRosen at comcast.net  Fri Sep 21 18:33:11 2007
From: DJRosen at comcast.net (David J. Rosen)
Date: Fri, 21 Sep 2007 18:33:11 -0400
Subject: [SpecialTopics 729]  New Discussion Lists,
	and new Special Topics List Ideas
In-Reply-To: <0CA6C79FCB4AC642A77B76C17A4316EE01EBF36B@exch-1.sbctc2.local>
References: <0CA6C79FCB4AC642A77B76C17A4316EE01EBF36B@exch-1.sbctc2.local>
Message-ID: <C285C413-9F2F-4706-A1CA-3EA9F4182A8C@comcast.net>

Hello Michael,

On Sep 21, 2007, at 5:47 PM, Michael Tate wrote:
> David and all:  Is there any chance International Programs could  
> become one of the  ?daily? listservs?
I will raise this with my National Institiute for Literacy Colleagues.
> If you need more ?occasional? Special Project topics, how about
>
> 1.       Using games and simulations in the classroom (I would  
> suggest Sivasailam "Thiagi" Thiagarajan to lead this.  I think  
> Thiagi  is still at one of the Indiana State Universities.)
>
> 2.       Speaking/Public Speaking and Listening activities for  
> native speakers
>
> 3.       Using volunteer tutors in the classroom
>
> 4.       Teaching critical thinking
>
> 5.       Tips for teachers becoming Managers or Supervisors
>
> 6.       When does a teacher need to shift from teaching-in-context  
> to de-contextualizing
>
> I don?t know if each of these topics merit a week.

Thanks. Good ideas.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From djrosen at comcast.net  Fri Sep 21 18:42:29 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 21 Sep 2007 18:42:29 -0400
Subject: [SpecialTopics 730]  Numeracy Discussion
Message-ID: <8049F834-47E3-4DED-A5FF-0E184F14783E@comcast.net>

  From: "Denney, Brooke" <denneyb at cowley.edu>
Date: September 21, 2007 11:47:50 AM EDT
To: <specialtopics at nifl.gov>
Subject: SpecialTopics 699] Re: Components of Numeracy

In my advanced level adult education classes, I find that students  
need help understanding operations done with integers.  It is very  
difficult for them to understand addition and subtraction.  I have  
found that by using the manipulatives associated with AlgeBlocks  
helps build a level of comprehension needed for algebra.  Also, when  
teaching ideas of solving algebraic equations I have found the  
following website very helpful for virtual manipulatives:  http:// 
nlvm.usu.edu/en/nav/vlibrary.html .  This website has so many other  
mathematical concepts, that sometimes I just let the students explore.

Brooke Denney
ASE Instructor
Cowley College
P.O. Box 1147
Arkansas City, KS  67005
620-441-5596

From djrosen at comcast.net  Thu Sep 27 19:52:45 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Thu, 27 Sep 2007 19:52:45 -0400
Subject: [SpecialTopics 731]  Professional Development Needs Assessment
Message-ID: <B0B9CF5F-8059-49FA-BBC3-30BD0AE12257@comcast.net>

Colleagues,

The announcement below is from the National Institute for Literacy. I  
hope that, if you haven't completed the survey yet, that you will do  
so soon.

Thanks.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

------------------------------

Adult education teachers and administrators:  Have you taken the time to
complete the National Institute for Literacy's online professional
development survey? If not, there is still time to express your  
opinion and
share your thoughts to help influence decisions that are being made
nationally on professional development.

The National Institute for Literacy is conducting a survey on the
professional development needs of adult education practitioners  
across the
country.  We need your help to gather information that reflects your own
needs in the area of professional development as well as how you think
professional development should be offered.  We are asking for only  
10-15
minutes of your time.  Follow this link to take the survey at

http://www.nifl.gov/lincs/needssurvey/

The online survey is available until November 9, 2007.

Information collected from the professional development needs survey  
will be
used by the Institute and the LINCS Regional Resource Centers to 1)  
give us
insights on how Institute-produced materials and training can be
disseminated and 2) identify areas where the Institute might want to  
develop
additional materials and trainings. The Regional Resource Centers  
will use
the data to develop a regional dissemination plan that will include  
how to
best disseminate and present Institute-sponsored resources and  
training in
partnership with the state organizations.

The National Institute for Literacy, a federal agency, 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.

The National Institute for Literacy is committed to the dissemination of
high-quality resources to help practitioners use evidence-based
instructional practices that improve outcomes in adult learners'  
literacy
skills. LINCS is the backbone of the Institute's dissemination system,
providing information on a wide variety of literacy relevant topics,  
issues,
and resources through regional resource centers, collections of  
resources,
and discussion lists.  For more information about the National  
Institute for
Literacy and LINCS visit http://www.nifl.gov <http://www.nifl.gov/> .
---------------

From djrosen at comcast.net  Tue Oct  2 18:50:03 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Tue, 2 Oct 2007 18:50:03 -0400
Subject: [SpecialTopics 732] Creativity and the GED: Learning Outside the
	Practice Books
Message-ID: <EA1D16E4-5F58-4A8A-A16B-B24E407AC607@comcast.net>

Colleagues,

Given the interest on this list during the recent GED discussion  
here, I would like to call your attention to an announcement of a  
discussion that will be held next week on the Assessment discussion  
list.

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

======================
Discussion Announcement

Dear Colleagues,

This announcement can also be accessed at:  http://dev.nifl.gov/lincs/ 
discussions/assessment/07creativityGED.html

To subscribe to this discussion, go to:  http://www.nifl.gov/mailman/ 
listinfo/Assessment

I'm pleased to announce the following Guest Panel Discussion, which  
will be held during the week of October 8:

Topic: Creativity and the GED:  Learning Outside the Practice Books

Guest Participants:

Kate Brandt
Staff Development Coordinator
Language and Literacy Programs
City University of New York
Kate is part-time ABE/GED staff developer at the City University of  
New York Adult Literacy/GED program.  She has worked as a teacher in  
the adult literacy field since 1990.

*****
Anson Green
San Antonio, Texas
Anson has extensive experience providing training and consulting  
services in the areas of workplace literacy, e-learning initiatives,  
curriculum development, and learning disabilities. Anson developed  
the Ready for Work! work readiness curriculum with students in his  
welfare-to-work GED and computer literacy classes.  He has published  
a variety of articles on the topics of workforce literacy and women  
and education.  After completing Ready for Work!, Anson taught  
developmental reading for Northwest Vista College in San Antonio  
where he also developed the college's first computer literacy and  
English as a Second Language programs.

*****
Crystal Hack
GED-i Coordinator
Center for the Application of Information Technologies (CAIT)
Western Illinois University
Crystal has worked in the field of adult education as an instructor,  
professional development trainer, and technology leader for over 15  
years. In 2001, Crystal took the lead in the curriculum and site  
development of Illinois?s first GED online learning tool. With her  
guidance and leadership, the GED-i system has grown from a state- 
wide, grassroots initiative to a national presence that is being used  
literally from coast to coast. Throughout the curriculum development,  
Crystal has guided the development team in their assessment  
practices, ensuring that the content incorporates a variety of  
assessment features which range from ?self-checks? to submitted  
teacher reviewed activities. In addition to ensuring that the  
learner?s progress can be evaluated, Crystal leads a professional  
development team that provides comprehensive training throughout  
Illinois and all partnering states. Crystal has often stated that  
working on the GED-i project and its related professional development  
opportunities is the highlight of her career.

Recommended preparations for this discussion:

Theme-Based Curricula Advantages
http://adulted.about.com/cs/ged/a/GEDcurricula.htm

Resources from City University of New York can be accessed at:
http://dev.nifl.gov/lincs/discussions/assessment/07creativityGED.html

A short text entitled "CUNY's Approach to the GED" which gives a  
sense of the principles underlying GED instruction
A longer text entitled "Designing Courses Using Books" which is  
manual for teachers planning theme- and content-based courses.
A sample lesson from a curriculum on Colonialism in North America
Two sample lessons from a curriculum called The World's Water
A sample lesson from a curriculum created for a GED-to-work program

GED-i
www.gedillinois.org

A Program Overview of GED-i can be accessed at:  http://dev.nifl.gov/ 
lincs/discussions/assessment/07creativityGED.html

Project-Based Learning and the GED
by Anson M. Green
http://www.ncsall.net/?id=408

This is an account of one teacher's journey using ambitious and  
effective student-based projects within his GED class. He was able to  
blend the GED skills work with these exciting projects, which  
inspired the students to gain confidence, motivation and workforce  
skills along with the test skills, and at the same time connect with  
their community in a meaningful way. There are resources listed at  
the end.

Optional Background Materials:

The Chesterfield County (VA) Public Schools adult G.E.D. program  
recently experienced an over 200% increase, more than 400 applicants  
and test-takers in three weeks, thanks to a cell phone text message- 
based radio promotion.  Read about this at:

http://www.prweb.com/releases/education/mobile_marketing/prweb536274.htm

Focus on Basics, Transitions Issue (6D)
This contains several articles about different aspects of transitions.

Creativity and Innovation at the ALE Wiki
http://wiki.literacytent.org/index.php/Creativity_and_Innovation
See the section entitled Creative GED Prep

GED teachers, especially, will find the following publication of GED  
outcomes data -- intended to be used by GED teachers and their  
students -- of special interest. It was written by Sara Fass and  
Barbara Garner in 2000, and updated by Eileen Barry in 2006. "Beyond  
the GED: Making Conscious Choices About the GED and Your Future"

Is the GED an Effective Route to Postsecondary Education?
A Conversation with John Tyler
by Barbara Garner
Recognizing that high school is not enough, growing numbers of adult  
basic education programs (ABE) are emphasizing the transition to  
postsecondary education. What impact does earning a certificate of  
General Educational Development (GED) have on the post secondary  
enrollment of high school dropouts? Brown University professor and  
NCSALL researcher John Tyler and a colleague, Magnus Lofstrom of the  
University of Texas at Dallas, examined this question using data from  
Texas. Focus on Basics asked John Tyler to summarize the results and  
discuss the questions they raise.

Webcast from the National Institute for Literacy: Research on the  
Economic Impact of the GED Diploma Panel Discussion
Moderated by Dr. David J. Rosen, and featuring Dr. John Tyler, Sara  
Fass and Sue Snider.

NCSALL GED Research Briefs
Seven briefs by John Tyler are linked on this page, among which are:  
"The Economic Benefits of the GED: A Research Synthesis", "So You  
Want a GED? Estimating the Impact of the GED on the Earnings of  
Dropouts Who Seek the Credential", "Who Benefits from Obtaining a  
GED? Evidence from High School and Beyond", and "Estimating the Labor  
Market Signaling Value of the GED"

Marie Cora
marie.cora at hotspurpartners.com
NIFL Assessment Discussion List Moderator
http://www.nifl.gov/mailman/listinfo/assessment

====================

From MMaralit at NIFL.gov  Wed Oct 24 16:11:02 2007
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Wed, 24 Oct 2007 16:11:02 -0400
Subject: [SpecialTopics 733] NEW: News and Notes from the National Institute
	for Literacy
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C4DF4@wdcrobe2m03.ed.gov>

October 24, 2007

 

Welcome News and Notes from the National Institute for Literacy:

 

The National Institute for Literacy this week welcomed its Advisory Board.
Our 10-member, presidentially appointed Board met in Washington, DC on
Tuesday, October 23 and on Wednesday, October 24. The U.S. Department of
Education's Office of Vocational and Adult Education (OVAE) hosted day one
of the two-day meeting. And on Wednesday, the meeting was convened at the
Institute's headquarters. 

 

On Tuesday, October 23, I shared with the Board highlights and
accomplishments of the Institute's 2006-2007 fiscal year in my Director's
Report. I am pleased to share a copy with you as an attachment to this
email. The report is also available at: 
http://www.nifl.gov/nifl/publications/directors_report07.pdf.

 

WHAT'S NEW AT THE INSTITUTE

 

*	Now Available-Adolescent Literacy Report: On October 23, the
Institute issued "What Content-Area Teachers Should Know About Adolescent
Literacy," a 61-page report developed by an Interagency working group
comprised of the U.S. Department of Education's Office of Vocational and
Adult Education, the National Institute of Child Health and Human
Development, and the National Institute for Literacy. The report is designed
to support the needs of middle and high school classroom teachers,
administrators and parents in search of basic information about how to build
the reading and writing skills of adolescents. To download the report: 
http://www.nifl.gov/nifl/publications/adolescent_literacy07.pdf.

 

*	Take part in a Survey on PD: The Institute's Regional Resource
Center grantees are conducting an online survey on the professional
development needs of adult education practitioners across the country. The
Professional Development Needs Assessment survey was released in August 2007
and will conclude on November 9. Survey results will help inform the
Institute and its Literacy Information and Communications System (LINCS)
Regional Resource Centers about the dissemination of materials and training
products it produces; and help identify new professional development
resources needed in the field.  To access the survey: 
http://www.nifl.gov/nifl/news_events/PDsurvey07.html 

 

*	National Ad Placement: Look for the Institute's "Literacy Begins at
Home" full-page color advertisement in the November issue of Essence, the
premier lifestyle magazine for African-American women. Through its new
partnership with Essence and the ESSENCE CARES national mentoring
initiative, the Institute is creating literacy awareness and providing
expert resources to parents and the magazine's 1.5 million subscribers. This
national ad placement, a first for the Institute, carries the
slogan-"Literacy Begins at Home: Give Your Children the Gift of a
Lifetime.... Teach them to Read." The Institute's insert for parents,
released in time for the start of the school year, was also distributed in
Essence. The insert, a handy checklist for parents of toddlers through third
graders, provided information about literacy, reading, and the Institute to
1.5 million subscribers, households, and readers! To download a copy of the
insert: http://www.nifl.gov/nifl/news_events/essence_insert.html. 

 

----------------------------------------------------------------------------
---------

NOTE: For the latest news, updates and publications, subscribe to the
National Institute for Literacy's Announcement List: 
http://www.nifl.gov/mailman/listinfo/announce
<http://www.nifl.gov/mailman/listinfo/announce> 
As of October 24, 2007, the Institute has started a new list to share
information about new and on-going programs and projects, we invite you to
subscribe to subscribe to this list.  If you have any questions or comments,
please email info at nifl.gov. Thank you.

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From djrosen at comcast.net  Fri Oct 26 07:13:04 2007
From: djrosen at comcast.net (David J. Rosen)
Date: Fri, 26 Oct 2007 07:13:04 -0400
Subject: [SpecialTopics 734]  UNESCO launches new literacy portal
Message-ID: <BF1A699A-66A3-4558-B0E2-A0B8AAD33F57@comcast.net>

For those interested in international literacy,

UNESCO has launched a new literacy portal:

http://tinyurl.com/27qqa2

David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net

From RKenyon721 at aol.com  Fri Oct 26 10:17:56 2007
From: RKenyon721 at aol.com (RKenyon721 at aol.com)
Date: Fri, 26 Oct 2007 10:17:56 EDT
Subject: [SpecialTopics 735] Announcement - Online Discussion on LD List -
	Guest Speaker Dr. Arlyn Roffman
Message-ID: <c9d.1d39ec30.34535114@aol.com>

Hello,  
 
I am  the Moderator for the Learning Disabilities Discussion List. I am  very 
pleased to announce that Dr. Arlyn Roffman will  be leading an online 
discussion on the topic of Transition and Learning  Disabilities.  The relevant 
information follows: 
Theme:    
?Guiding Teens with LD: Navigating the Transition from  High School to 
Adulthood.?    
Date:    
November 8-9, 2007 
Learning  Disabilities Discussion List 
Guest: 
Dr.  Arlyn Roffman 
Guest's  Bio: 
Dr. Arlyn  Roffman, author of the recently published Guiding Teens with 
Learning Disabilities:  Navigating the Transition from High School to Adulthood, 
(Princeton  Review/Random House) is a  Professor of Special Education at Lesley 
University in Cambridge, Massachusetts,  where she served as the founding 
director of the Threshold Program, a non-degree  transition program for young 
adults with LD, from 1981-1996.  A licensed psychologist, she also  maintains a 
private practice focusing on the adjustment of youth and adults with  learning 
disabilities. 
Dr. Hoffman  earned her Ph.D. in developmental psychology at Boston College, 
an M.Ed. in  special education from Lesley University, and a B.A. at 
Connecticut  College.  She is the author of  numerous articles and chapters on learning 
disabilities and two other books, A Classroom Teacher?s Guide to  
Mainstreaming and Meeting the  Challenge of LD in Adulthood. 
Dr. Roffman  has served on the professional advisory boards of the Learning 
Disabilities  Association of America (LDA), National Center for Learning 
Disabilities (NCLD),  the National Adult Literacy and Learning Disability Center, 
and several other  organizations.  She has consulted  and made conference 
presentations on issues related to special education and  psychology throughout the 
U.S. and abroad and has served as an expert witness on  several cases related 
to transition for students with  disabilities. 
Tentative Outline for the  Discussion 
Laying the  Foundation for a Successful Transition 
What do K-12 teachers need to  know about how to prepare students for the 
real-life, practical challenges of  the adult world in terms of 
?    Continuing  education 
?    Entering the  workforce 
?    Participating in community  life?        
What do adult educators need  to know about their students? needs beyond 
basic skills in order to help them  successfully transition into adult life? 
Meeting  Students? Legal rights 
What does the law say about  transition during the middle and high school 
years? 
?      How can teachers help students  participate in the transition planning 
process? 
What laws protect students  after a student exits high school? 
What can adult educators  expect students to know if they have been on an IEP 
in high school? What can  adult educators do for those who have not been 
diagnosed and served under  IDEA? 
Suggested Background  Reading 
Guiding Teens with Learning Disabilities: Navigating the  Transition from 
High School to Adulthood (Arlyn  Roffman) 
A Classroom Teacher?s Guide to Mainstreaming (Arlyn  Roffman) 
Meeting the Challenge of LD in Adulthood (Arlyn  Roffman) 
Researchers' Roundtable on Transition for Young Adults with  Learning 
Disabilities 
_http://www.schwablearning.org/articles.aspx?r=7_ 
(http://www.schwablearning.org/articles.aspx?r=787) 87

Transition to Adulthood: Focusing on Life after High  School 
_http://www.schwablearning.org/articles.aspx?r=9_ 
(http://www.schwablearning.org/articles.aspx?r=970) 70  
Research Roundup (_LDNews March 2006_ 
(http://www.ncld.org/content/view/879/480/) ) 
_http://www.ncld.org/content/view/881/480_ 
(http://www.ncld.org/content/view/881/480)   
Please begin posting  specific questions to the List for Dr. Roffman based on 
her  tentative outline above.  We will continue collecting the questions  
until Nov. 6, 2007,  two days before the discussion  begins. 
If you have colleagues  interested in the topic of Transition & LD, kindly 
share or forward this  announcement to them. 
Information on how to subscribe  to the Learning Disabilities Discussion List 
- and how to post messages is  below. 
I encourage your participation  in this event and look forward to receiving 
your  questions. 
Thanks so  much, 
Rochelle  Kenyon 

Rochelle Kenyon
Moderator, NIFL/LINCS Learning Disabilities  Discussion List
Center for Literacy Studies at the University of  Tennessee
_RKenyon721 at aol.com_ (mailto:RKenyon721 at aol.com)  

To  post a message: 
_Learningdisabilities at nifl.gov_ (mailto:Learningdisabilities at nifl.gov)   

To subscribe: 
_http://www.nifl.gov/mailman/listinfo/LearningDisabilities_ 
(http://www.nifl.gov/mailman/listinfo/LearningDisabilities)   

To read archived messages:
_http://www.nifl.gov/pipermail/learningdisabilities/2007/date.html_ 
(http://www.nifl.gov/linc/discussions/list_archives.html) 

************************************** See what's new at http://www.aol.com
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From jataylor at utk.edu  Fri Nov  2 10:01:39 2007
From: jataylor at utk.edu (Taylor, Jackie)
Date: Fri, 2 Nov 2007 10:01:39 -0400
Subject: [SpecialTopics 736] Professional Development Quality Standards
	Discussion
Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC0127B33E@KFSVS2.utk.tennessee.edu>

Dear Colleagues,

Have you ever attended a professional development (PD) activity and
wondered why you spent your time participating? Have you ever attended
professional development and felt that your practice significantly
improved because of it?

 

Join the Adult Literacy Professional Development Discussion List for a
three-part discussion of quality professional development that will
culminate in finalizing a set of PD quality standards that AALPD will
use to advance quality professional development in the field.

 

Subscribe: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment 

When: November 12 - 30th (Quiet week November 19-23)

History: http://tinyurl.com/36raut 

Additional Resources: http://tinyurl.com/3xd5c8 

 

Please see below for details. For a web-based version of the
announcement, visit: http://tinyurl.com/32k3zr 

 

I hope you will join us! Best, Jackie

 

Jackie Taylor, Adult Literacy Professional Development List Moderator,
jataylor at utk.edu 

 

 

Part I: Quality Professional Development

When: November 12 - 16

 

What makes quality professional development? Join us to discuss what
subscribers identify as quality PD, and to explore the benefits and
issues with building a professional development system based on quality
standards.

 

*	What are characteristics of quality professional development?
*	How do you know it when you see it?
*	What is the value added in having PD standards?
*	What are the drawbacks?
*	PD Providers: Are standards really going to help you provide
better PD?
*	Practitioners: Are standards really going to help you identify
quality PD?

 

 

Part II: Reflection Week

When: November 19 - 23

 

AALPD will disseminate a set of quality professional development
standards and indicators that the AALPD PD Standards Committee has
drafted. This is a quiet week to:

 

1.	Reflect on the quality characteristics generated by list
subscribers during Part I. 
2.	Review the AALPD draft PD Standards. Ask yourself the questions
listed in Part III below, to prepare.

 

 

Part III: AALPD Professional Development Quality Standards

When: November 26 - 30

 

Join us to discuss the draft AALPD PD Quality Standards.  Based on this
important discussion, a final draft of the AALPD PD Quality Standards
will be sent to the AALPD Membership for an up or down vote. A final
version will be placed on the AALPD Website, and will become the
foundation for a program and state self-assessment tool to advance
quality professional development in our field.

 

Discussion Questions Include (but are not limited to):

*	How well does this draft measure up with what subscribers have
indicated is quality professional development?
*	From this draft:

	*	What are the most important PD standards or indicators
from your perspective?
	*	What are the most important standards to advance PD in
your area/state?
	*	What PD Standards would be easy to implement?
	*	What would be hard to implement?
	*	Is there anything missing?
	*	Is there anything that isn't clear?
	*	What would need to be in place in order to make these
standards possible?

 

------------------------------------------------------------------------
----------------

>From the Association of Adult Literacy Professional Developers (AALPD)

Standards Committee and Executive Board

http://www.aalpd.org/ 

------------------------------------------------------------------------
----------------

 

 

 

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From hoffman1 at uga.edu  Fri Nov  2 16:12:32 2007
From: hoffman1 at uga.edu (hoffman1 at uga.edu)
Date: Fri,  2 Nov 2007 16:12:32 -0400 (EDT)
Subject: [SpecialTopics 737]  motivation theory and adult literacy learners
Message-ID: <20071102161232.ISC02528@punts2.cc.uga.edu>

Dear Group,
I am currently researching valence-instrumentality-expectancy levels as they relate to adult literacy student persistence. Most of the applicable documentation using Vroom's(1964) theory is in the field of accounting education at the university level for sample population. My dilemma is that my literature in this area of theoretical framework is dated...Miller (1967), Boshier (1972), Rubenson (1977), Cross (1980), and Beder and Valentine (1990) and NCSALL articles on motivation (1997).I have read Merriam and Cafferella's (1999)"Learning in Adulthood" and Sean Courtney's Why Adults Learn: Towards a Theory of Participation in Adult Education" (1992), Fingeret and Drennon's (1997) "Literacy for Life" and Taylor, Marienau, and Fiddler's (2000)"Developing Adult Learners". These text have very good sections on motivation for adult learners. I just have a hard time thinking that no substantive quantitative data has been done in the last 7 years in this area. Any help would be appreci!
!
ated. :)
Jeff

From MMaralit at NIFL.gov  Tue Dec 11 10:14:38 2007
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Tue, 11 Dec 2007 10:14:38 -0500
Subject: [SpecialTopics 738]  January 11 Webcast: Reading Assessment Part 2
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C5088@wdcrobe2m03.ed.gov>

** SAVE THE DATE: Reading Assessment Webcast, Part 2 **

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

WHEN: Friday, January 11, 2008 

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

Please join us on Friday, January 11, 2008 for Part 2 of "From Assessment to
Practice: Research-Based Approaches to Teaching Reading to Adults" webcast.
This follow-up webcast will focus on specific instructional strategies for
two other components of reading, fluency and vocabulary. The presenters will
show how all four components provide a natural framework for assessing adult
students' reading ability, and how assessment results can lead seamlessly to
a program of instruction to improve students' reading.

For more information, please go to:
http://www.nifl.gov/nifl/webcasts/assesspractice2/webcast0111.html
(Registration will be available by January 3, 2008.)

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

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

Thanks,
Jo Maralit
mmaralit at nifl.gov
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From MMaralit at NIFL.gov  Mon Dec 17 09:59:06 2007
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Mon, 17 Dec 2007 09:59:06 -0500
Subject: [SpecialTopics 739]  January 11 Webcast: Register Now
References: <0122B345-3693-4B80-99C2-AE93BDC64E31@comcast.net>
	<4062487BDB6029428A763CAEF4E1FE5B15382EB7@wdcrobe2m03.ed.gov>
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C50F1@wdcrobe2m03.ed.gov>

** REGISTRATION OPEN FOR Reading Assessment Webcast, Part 2 **

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

WHEN: Friday, January 11, 2008 

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

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

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

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

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

Thanks,
Jo Maralit
mmaralit at nifl.gov