ethanporcaro/eric-fulltext-meta huggingface dataset:
Adult Literacy and Television: An Annotated Bibliography
Author: Centre for Literacy
Date: 2000-00-00
Type: Reference Materials - Bibliographies
Subjects: Annotated Bibliographies,Adult Literacy,Television,Foreign Countries,Alphabets,Teaching Methods,National Programs,International Education,Language Arts,Technology Uses in Education,Program Evaluation,Audiovisual Aids,Reading Instruction,Open Education,Distance Education,Vocational Education,Radio,English (Second Language),Adult Education,Adult Basic Education,Illiteracy,Educational Television,Educational Radio,Media Literacy,Layout (Publications),Assistive Technology,Workplace Literacy,Workplace Learning,Critical Thinking

Television has been seen by some as an enemy of literacy and by others as a tool for enhancing literacy. It has been used to arouse public awareness through national campaigns, to instruct in basic skills, and to motivate potential learners to seek education. According to the International Adult Literacy Survey (IALS), adults with limited literacy watch more television than other adults. They suggest, however, that this is not the cause of their low literacy but the outcome. To explore some of the ambiguities and contradictions, The Centre for Literacy of Quebec chose Adult Literacy and Television as the topic for its annual Summer Institute in 2000. The question posed was: &quot;Has a familiar resource been overlooked?&quot; This bibliography provides some context for the discussion. Going back to the early literature from the 1960s, The Centre for Literacy of Quebec uncovered experiments and programs that have been forgotten, and numerous insights that have been lost. One of the most obvious findings is the little attention that has ever been paid to the concept of media literacy for adults. The varied initiatives in many countries reflect divergent theories of both literacy and of learning technologies. It is the hope that this re-collection of past thinking will serve to ground the Summer Institute. Beyond that, in combination with the ideas posed by Institute participants and others, it is the hope to influence current thinking about the potential of television in relation to adult literacy. The bibliography is arranged in chronological order to show the shift in perspectives over time. The end of the document provides an alphabetical index by author with a page reference to the annotation. Keywords are under each annotation for quick reference.
Cognitive Tools and the Acquisition of Literacy. Working Paper No. 5
Author: Egan, Kieran
Date: 2001-12-00
Type: Reports - Descriptive
Subjects: Literacy,Learning,Cognitive Ability,Literacy Education,Oral Language,Story Telling,Figurative Language,Rhyme,Language Rhythm,Humor,Memory,History,Association (Psychology)

This is the fifth paper published by The Centre for Literacy in its Working Papers on Literacy series, which presents new perspectives on literacy-related topics relevant to researchers, practitioners, and policy-makers. This paper was adapted from a longer manuscript submitted by Kieran Egan in 1999 for the UNESCO Award for Research in Adult Literacy. In this paper, Professor Egan applies a cross-disciplinary frame of reference to the question of literacy acquisition. His thesis is that the understanding of the world and the acquisition of literacy are shaped by a set of cognitive capacities or &quot;tools&quot; that are present in oral cultures and expand in the early stages of literacy. He suggests that many of these tools, including story, metaphor, jokes and humour, association, and more, could and should shape literacy teaching to both children and adults. He challenges the current focus on functional literacy and takes us back to pre-history and early Greek times to demonstrate the potential of drawing on the cognitive tools shared by participants in oral and literate cultures. (A bibliography is included.)
Libraries and Literacy: Making It Work. An Annotated Bibliography
Author: Lamontagne, Manon
Date: 2007-00-00
Type: Reference Materials - Bibliographies
Subjects: Libraries,Adult Literacy,Family Literacy,Literacy Education,Library Services,Second Language Learning,Guides,Research Reports,Web Sites,Annotated Bibliographies,Foreign Countries

This bibliography was compiled for The Centre for Literacy's 2007 Summer Institute--&quot;Libraries and Literacy: Making It Work.&quot; The literature represented here includes research studies, descriptive articles, guides and manuals. Selections address the principles, &quot;best practices&quot; and assessment of library involvement in literacy programs and describe the different forms such involvement takes--including programs run by libraries alone and collaborative programs that involve libraries and literacy providers. Some selections address the issues relating to adult literacy learners as library users, or potential library users. Each section has been arranged in alphabetical order. Although not exhaustive, the selected entries reflect the development of library-based literacy programs over the past decade and offer a set of essential readings on the issues and may serve as a basis for further research. The references include programs from Canada, as well as other English-speaking countries, notably the United States, Australia, and New Zealand. Research for this bibliography included searches of: the National Adult Literacy Database (NALD); the National Institute for Literacy (NIFL); the Literacy Information and Communication System (LINCS) database; National Center for the Study of Adult Learning and Literacy (NCSALL); the Education Resources Information Center [ERIC]; The Centre for Literacy resource collection; the Library and Information Sciences Abstracts [LISA]; and the websites of numerous national/international library associations. Further recommendations were contributed by participants at the Summer Institute. Search words used across platforms included: adult education, adult literacy, family literacy, public libraries, community libraries, library education.
Ecologies of Learning: How Culture and Context Impact Outcomes of Workplace Literacy and Essential Skills
Author: Merrifield, Juliet
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Workplace Learning,Workplace Literacy,Basic Skills,Context Effect,Cultural Influences,Experience,Environmental Influences,Work Environment,Wages,Job Skills,Labor Market,Unions,Individual Characteristics,Age Differences,Gender Differences,Ethnic Groups,Racial Differences,Social Class,Learning Motivation,Barriers,Organizational Climate,Employers,Employment Qualifications,Literacy,Numeracy,Language Skills,Standards,Quality Assurance,Government Role,Skill Development,Policy,Models,Financial Support,Accountability,Interpersonal Relationship,Ecology,Foreign Countries

Learning always takes place in a particular context and culture, yet educators have tended to focus their attention mainly on the form of learning, its methodology, content and teaching approach. While these can and do affect learning and its results, this paper looks beyond the particulars of the program to explore how the context and culture of learning can influence its outcomes. The first section of this paper looks at how aspects of three contexts shape Workplace Literacy and Essential Skills (WLES) program delivery and results. Program participants' cultural and contextual factors affect how they participate and learn. The nature of the workplace, employers, and unions also influence learning, while the macro context of social, economic, and political factors affects both programs and workplaces. The second section reviews research on &quot;ecologies&quot; of learning in which participants, stakeholders, partners, and programs interrelate within complex environments. The final section discusses how WLES programs might apply the findings.
ESL and Literacy: Finding Common Ground, Serving Learners' Needs
Author: Fleg, Nancy
Date: 2008-00-00
Type: Information Analyses
Subjects: Foreign Countries,Immigrants,English (Second Language),Acculturation,Second Language Instruction,Adult Literacy,Literacy Education,Literature Reviews,Teaching Methods,Teacher Education,Teacher Competencies,Teaching Conditions,Student Evaluation,Evaluation Methods,Language Teachers,Educational Policy,Relevance (Education),Government Role,Federal Government,State Government,Curriculum,Access to Education,Educational Finance

Immigrants form an important and growing part of the Canadian population. Governments recognize the need to help new immigrants integrate into Canadian society by learning to speak either English or French, and therefore offer or support Language training programs. The federal Government, through the Department of Citizenship and Immigration, runs the Language Instruction for Newcomers to Canada Program (LINC). Three Canadian provinces (British Columbia, Manitoba, and Quebec), provide their own programs in lieu of LINC, and Quebec supports only the learning of French. Provinces and territories also have programs to provide access to English (or French) as Second Language Courses. Despite all these programs, figures from the 2003 &quot;International Adult Literacy and Skills Survey&quot; (IALSS) suggest that language training efforts have so far been insufficient and that immigrants, even when relatively well-educated, continue to face greater literacy challenges than do native-born Canadians. This literature review looks at the segment of the immigrant population who are not literate in their native language and who may require some combination of ESL and literacy education, or &quot;ESL literacy&quot; education. The literature reviewed includes discussions on definitions of literacy and who is an ESL literacy learner. It addresses issues such as the training and working conditions of teachers, instructional strategies, assessment, and policy. A bibliography is included.
IALS and Essential Skills in Canadian Literacy Policy and Practice: A Descriptive Overview
Author: Centre for Literacy
Date: 2013-07-00
Type: Reports - Research
Subjects: Literacy,Educational Practices,Educational Policy,Basic Skills,Adult Literacy,Surveys,Evaluation Utilization,Web Sites,Government Publications,Definitions,Benchmarking,Evaluation,Workplace Literacy,Regional Characteristics,Foreign Countries,Adult Education,Program Descriptions

This paper gathers descriptions on the use of the International Adult Literacy Survey (IALS) and essential skills cross Canada. IALS was developed as a population measure to lay out the distribution of skills and their relationship to other social and economic attributes. The information was taken from federal, provincial, and territorial governments' web sites searched between January and March 2013. The paper has six sections: Literacy Definitions, Literacy Policy, Literacy Benchmarks, Literacy Assessment, Workforce and Workplace Programming, and Literacy Organizations and IALS and Essential Skills. Also included is the Annex 1: International Adult Literacy Surveys: 1994-2013. This review provides a snapshot at a specific point in time, of the influence or uses of IALS on policy and practice in Canada. It confirms that IALS has a central place at the level of official statements in the Canadian literacy landscape. It shows some consistency in definitions taken directly or influenced by IALS and/or Essential Skills. However, in relation to benchmarks and assessments tools, provinces and territories are generally guided by their own education and labour market contexts. The review also shows that Essential Skills has become integral to labour market programming in many provinces and territories.
Behaviour and Beliefs of Volunteer Literacy Tutors. Working Paper No. 3
Author: Hambly, Catherine
Date: 2011-00-00
Type: Reports - Research
Subjects: Tutors,Volunteers,Literacy,Beliefs,Teacher Behavior,Teacher Student Relationship,Case Studies,Semi Structured Interviews,Teacher Surveys,Teacher Attitudes,Individual Instruction,Student Needs,Attention,Educational Strategies,Educational Practices,Teaching Methods,Foreign Countries

This is the third paper published by The Centre for Literacy in its Working Papers in Literacy series, which presents fresh perspectives on literacy-related issues. The topics are relevant both to other researchers, to practitioners in the field, and to policy-makers. This paper examines the behaviours and beliefs of a group of volunteer tutors to discover why they did not maintain close contact with their literacy organization. This study began with the assertion that tutors are important actors in the tutor-learner relationship, and that their beliefs and behaviour will affect the tutoring relationship. A better understanding of how and why tutors act in certain ways will help the volunteer programs improve training and support for their volunteers and could ultimately improve the quality of tutoring. After describing the tutors' behaviour in the matches with learners, the study draws a link from an apparent contradiction--that tutors desire to help their learners but are complacent about their learners' progress--to a belief system shared by these tutors. This shared belief system underlies their disinclination to receive support from the organization. The research was conducted using case-study methodology. Data were gathered during semi-structured interviews with eighteen tutors who were entering the program and being trained (4 individuals), those who had tutored for several months (10 individuals), and those who were learner-tutor coordinators (generally with a years' tutoring experience) (4 individuals). Participants in the first two groups were randomly selected, while in the last group all four learner-tutor coordinators agreed to participate. The four beliefs outlined in this paper are: (1) Tutors believe that a learner who does not succeed in a classroom learning format will be helped by one-on-one tutoring; (2) Tutors, while recognizing the wide variety of learner needs, rely on individual attention rather than specific training to function in the match; (3) Tutors value good will over good training; and (4) Tutors defend their volunteer activities based on perceived needs rather than demonstrable progress and results. The combination of these four beliefs creates tutors who feel inadequate yet who function independently because they are motivated and because they believe there is no one better volunteering for the job. These beliefs are traced back to the nature of the program: the volunteers have been told that they are essential to literacy provision, and they are not aware of other educational opportunities for their learners. Interview questions are appended.
Adult ESL and Literacy: Issues and Options. Working Paper Summer Institute 2008
Author: Wrigley, Heide Spruck
Date: 2008-08-00
Type: Reports - Evaluative
Subjects: Literacy,Adult Literacy,English Language Learners,Immigrants,Program Effectiveness,Migrant Education,Educational Practices,Educational Strategies,Educational Change,Background,Student Needs,Prior Learning,Models,Educational Attainment,Skill Centers,Alignment (Education),Behavioral Objectives,Student Educational Objectives,Job Training,Transitional Programs,Program Descriptions,Foreign Countries

In this paper, the author would like to put forward a number of issues to think about and discuss. At the same time, she argues for a better articulated system that more closely matches the needs and goals of various subgroups of English language learners. Adult ESL programs serve diverse immigrant populations with different needs and goals. A One-Size-Fits-All approach limits the effectiveness of services and &quot;cheats&quot; groups at either end of the educational spectrum--those without literacy in their native language at one end, and those with higher levels of education in their native country at the other. If education adapts and varies adult ESL services to differentiate instructional programs according to literacy needs and previous schooling experience, they will have a more educationally sound system. Efforts to change the system and create separate pathways for different groups of immigrants will not happen without investment and planning on all levels--program, state or province and federal--and without focused attention to the specific needs and goals of each subgroup. Creating a better articulated and more focused system will require more resources, but much time and effort is currently wasted in an undifferentiated system that purports to be all things to all people, yet does not serve any given group as well as it could. A bibliography is included.
Embedding Literacy and Essential Skills in Workplace Learning: Breaking the Solitudes
Author: Derrick, Jay
Date: 2012-04-00
Type: Reports - Research
Subjects: Workplace Learning,Workplace Literacy,Skill Development,Basic Skills,Employment Qualifications,Matrices,Work Environment,Models,Literature Reviews,Adult Basic Education,Organizational Climate,Educational Methods,Curriculum,Training,Program Effectiveness,Educational Environment,Context Effect,Relevance (Education)

This paper attempts to identify some tools to help practioners think about, debate and plan Workplace Literacy and Essential Skills (WLES) programs. Such tools are necessary so that discussions between practitioners aiming to clarify good practice and successful approaches can get beyond mere descriptions of what happened. In order to compare and evaluate approaches, practitioners need ways of thinking about WLES in general, at a higher level, and these models in principle provide one way of doing this. It offers a few examples of projects and programs from a range of contexts and countries, along with a summary of the findings of research so far on features of successful WLES provision. Appended is: Questions Developed for the 2011 Summer Institute in Montreal. A bibliography is also included.
Working Paper No.1
Author: Graff, Harvey J.
Date: 1998-00-00
Type: Collected Works - General
Subjects: Foreign Countries,Adult Literacy,Surveys,Cultural Influences,Test Items,Power Structure,Ethnography,Education Work Relationship,Correlation,Measures (Individuals),Cognitive Development,Income,Outcomes of Education

This document is a collection of three parts: two extended papers and one shorter commentary on the International Adult Literacy Survey (IALS). These originally appeared in &quot;Literacy Across the Curriculum&quot; in response to an invitation for comment to several prominent international researchers. The first of these entitled &quot;The Persisting Power and Costs of the Literacy Myth&quot; by Harvey J. Graff appeared in Volume 12, No. 2, Summer 1996. The second &quot;Literacy, Economy and Society--A Review&quot; by Brian V. Street was published in Volume 12, No. 3, Fall 1996. The third, &quot;Ending the Myth of the 'Literacy Myth&quot; by Stan Jones was published in Volume 12, No.4, Winter 1997. These articles have been collected because they reflect a continuing debate on literacy between two schools of thought which have been variously called the autonomous and the socio-cultural. (The second paper, &quot;Literacy, Economy and Society--A Review&quot; by Brian V. Street, contains references.)
Health, Communication and Literacy: An Annotated Bibliography
Author: Beveridge, Jennifer
Date: 1998-00-00
Type: Reference Materials - Bibliographies
Subjects: Annotated Bibliographies,Evaluation Methods,Older Adults,Empowerment,Mothers,Child Health,Health Promotion,Patient Education,Web Sites,Communication Strategies,Literacy,Health,Readability,Language Usage,Data Collection,Socioeconomic Influences,Drug Use,Compliance (Psychology),Public Health,Cancer,Diabetes,Diseases,Nutrition,Policy

This bibliography is an update of an earlier version published by The Centre for Literacy in the Fall of 1995. In this edition, the authors have added more than twenty entries on articles which have appeared since 1995. Interest in the topic of literacy and health has grown enormously as indicated by the large number of titles which show up in a search. The authors chose to annotate the twenty-some new entries and simply to list others based on the time allocated to this project rather than on a judgment about relative merit. They believe that this selection gives a sense of the current range of perspectives on literacy and health in the health care field.
Adult Literacy, Learning Disabilities and Technology: An Annotated Bibliography
Author: Williams, Jean
Date: 2001-00-00
Type: Reference Materials - Bibliographies
Subjects: Annotated Bibliographies,Adult Literacy,Learning Disabilities,Adults,Reading Difficulties,Advocacy,Assistive Technology,Technology Uses in Education,Educational Technology,Basic Skills,Educational Methods,Numeracy,Strategic Planning,Program Development,Dyslexia,Public Policy

How many adults with literacy problems actually have learning disabilities (LD)? Do most adults with severe literacy problems actually have a learning disability? What data exist to support the claims? How is LD being defined? Is the label overused? Is social/economic disadvantage misinterpreted as LD? What technologies and software exist to accommodate various disabilities? What can technology offer specifically to the learning disabled? How can technologies developed for specific disabilities be adapted for others? The 2001 Summer Institute at the Centre for Literacy posed these and other questions about adults and learning disabilities. This bibliography was intended to provide some context for the discussions. The search reinforced the sense of ambiguity surrounding the topic. Terminology and concepts differed from one country to another, even in the English-speaking world. The hope is that this collection of annotations will seed further searches and lead to some common understanding of the ways that literacy and learning disabilities may or may not related.