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51. Isolating the Barriers and Strategies for Prevention (1995)
A Kit about Violence and Women's Education for Adult Education and Adult Learners
Series: Canadian Congress for Learning Opportunities for Women (CCLOW)
Authors: Anne Elliott, Patricia Williams
Collection: Research Materials
Most of us believe that the right to education, from kindergarten through high school, is fundamental. However, not everyone is able to fully enjoy that right; not everyone is able to obtain an education that is empowering, relevant, safe and useful. Women who have lived in violent homes, who have been subjected to physical or sexual abuse, who have experienced systemic violence such as that experienced by many women at residential school, did not receive an education that was safe, empowering, relevant or useful.
This kit about violence and women's education was designed for adult educators and learners. It's main concern is to look at how violence affects a woman's education and her ability to learn. Violence has many faces; it can be of a physical nature, emotional, sexual, racist or concerning one's spirituality. The Canadian Congress for Learning Opportunities for Women (CCLOW) established a national working group to oversee this project, with women from all parts of the country contributing to the pilot workshops.
In the document are sections on describing the barriers to women's education, sharing our experiences, creating a better learning environment and resources such as workshop guidelines, a guide to survivor's language, as well as publications, kits and videos to be used as references.
This kit is designed for adult educators and is CCLOW's way of sharing some of our experiences and ideas gathered from documents we have produced in the past and workshops we have conducted across the country . We also hope it will encourage you to think about the issues raised here, to use the ideas and techniques discussed by our authors, to share this material with your learners, to adapt and/or expand these ideas so they suit your learners, and to collect materials from your community.
The kit is available at a cost of $8 plus $2 postage & handling & GST, from CCLOW, 47 Main Street, Toronto, ON M4E 2V6, Tel. (416) 699-1909, Fax (416) 699-2145. E-mail : cclow@web.apc.org
ISBN 0-921283-13-X (96.11.04)
Added: 2003-10-09
52. Learning the 21st Century Way: Making Sense of How to Use Social Media for Learning (2012)
Authors: Sarah Elaine Eaton
Collection: Research Materials
This is a bibliography prepared by the author in conjunction with an online professional development seminar presented in April 2012.
It includes a variety of material from both print-based and online sources. Print sources include the multidisciplinary “International Journal of Mobile Learning and Organisation” and the “Australian Journal of Educational Technology.” Online references include diverse sources such as the proceedings of the first annual digital media and learning conference, held at the University of California San Diego in 2010, and popular periodicals like The Economist.
Added: 2012-09-25
53. Learning Disabilities: Dyscalculia and Dyslexia (2009)
Series: Learning Starts Early!
Authors: Early Childhood Learning Knowledge Centre (ECLKC)
Collection: Research Materials
Dyscalculia refers to a persistent difficulty in learning or understanding concepts related to numbers, counting, and arithmetic, while dyslexia refers to difficulty with respect to reading and writing. This brief document offers a description of the two learning disabilities and a discussion of strategies for dealing with them.
The authors note that early identification is the key to preventing reading- and math-related learning difficulties in school-age children and the most successful interventions employ a combination of approaches and strategies. These interventions should begin in early childhood in order to avoid the emotional difficulties, behaviour problems, and loss of motivation to learn that can accompany learning disabilities.
The booklet was prepared by the Early Childhood Learning Knowledge Centre (ECLKC) of the Canadian Council on Learning (CCL) and is aimed at parents, service providers, policy makers and the general public.
Added: 2011-09-16
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54. Learning while working: Success stories on workplace learning in Europe (2011)
Authors: European Centre for the Development of Vocational Training (Cedefop)
Collection: Learning Materials
This document was prepared by the European Centre for the Development of Vocational Training (CEDEFOP), the European Union’s reference centre for vocational education and training. It presents an overview of key trends in adult learning in the workplace.
The authors identify four driving forces for adult learning policies at the European, national, regional, and sectoral levels: public strategies that combine a variety of support measures in order to widen access and increase adult participation in education and training; expanded learning provision in the workplace through collective bargaining and specific actions that motivate workers to keep on learning; sectoral initiatives and partnerships led by businesses, in which skill development is a means to stimulate innovation and economic growth; and the professional development of in-company trainers in order to expand the quality and relevance of skill development initiatives for the workforce.
They conclude that the combination of different policy measures, incentives, and services for both employers and workers is essential to encourage participation in learning and private sector commitment to skills development.
Added: 2012-07-11
55. Lesson Plan for a Twitter Assignment (2012)
Authors: Sarah Elaine Eaton
Collection: Learning Materials
This lesson plan has been developed as part of a university course on becoming an effective learner. It can be adapted for various grade levels and subject areas.
The author sets out objectives for learners and explains how much time will be required both in class and outside of class. Objectives include integrating social media technology into a university-level, face-to-face course; understanding the importance of active and repeated engagement, as opposed to passive observation, in an online environment; and learning about the value of using a social media platform like Twitter for educational purposes and for networking.
Significant time and reflection was required to make the connection between social media for personal or entertainment purposes, and for learning, the author notes. Coaching students on what constituted “meaningful” online engagement was critical to the success of the activity.
The Twitter assignment mentioned in the lesson plan is available as a separate document.
Added: 2012-10-10
56. Listen to Women in Literacy (1994)
The Power of Woman-Positive Literacy Work
Series: Canadian Congress for Learning Opportunities for Women (CCLOW)
Authors: Tannis Atkinson, Frances Ennis, Betty-Ann Lloyd
Collection: Research Materials
This book explains research done by CCLOW to find out what happened when women in literacy programs decided to do something they thought would be positive for women.
The book can help people understand what the researchers learned about women and literacy. It is hoped it will help readers imagine how to make literacy programs more positive for women. Some programs may use it to start people talking about women in literacy programs.
Some students who read this book before it was printed came up with ideas about how this book could be used in literacy programs. Here are some of their suggestions.
• The book could be read for information about the research.
• It could be used to start discussions in groups and to get ideas for writing.
• The book could be used for examples of things women can do when they get together.
• It could be used to let men know about the kinds of issues women think are important.
CCLOW, 47 Main Street, Toronto, ON M4E 2V6, Tel. (416) 699-1909 or 1-800-858-2145, Fax (416) 699- 2145
Added: 2003-10-16
57. Literacy and Essential Skills in Ontario (2012)
Authors: Essential Skills Ontario
Collection: Research Materials
In June 2009, Essential Skills Ontario, then called the Ontario Literacy Coalition, published a document entitled “Literacy in Ontario.” This document updates the 2009 publication, incorporating the most recent information available on literacy and Essential Skills programming trend data.
The first chapter deals with the nature of literacy and Essential Skills (ES); the five levels of literacy recognized internationally; and the literacy skills of people in Ontario.
Other chapters deal with literacy and ES programming in Ontario; skills trends and issues; and statistics about literacy programming.
The authors note that Ontario’s literacy and ES field has strong infrastructure that provides regional coordination and sector support. In addition, provincial level organizations represent the interests of their constituencies to the public and to governments.
Added: 2012-11-22
58. Literacy for Deaf Immigrant Adults: A Symposium for Collaboration and Learning - Final report (2009)
Series: Literacy for Deaf Immigrant Adults
Authors: Sarah Elaine Eaton, Foundational Learning Centre
Collection: Research Materials
Literacy for Deaf Immigrant Adults: A Symposium for Collaboration and Learning was a unique event, the first of its kind in Western Canada. It was inspired by the research project "Effective Techniques and Tools for Immigrant Deaf and Hard of Hearing Adults in Bilingual and Bicultural Literacy Programs" conducted by Bow Valley College instructor Brent Novodvorski.
The conference proceedings as outlined in this document centred around Values, Myths and Perceptions including lack of awareness and information; funding, services and programs; and advocacy, lobbying and education.
The symposium generated significant discussion of issues around literacy for Deaf immigrants. Participants formulated an action plan that both closed the symposium and opened the possibility for work in this area to continue. The evaluations of the day were positive overall, though some participants expressed some concern that sometimes ideas that come out of symposia are not pursued and the potential for future work is lost.
The organizing committee for this symposium has committed to following up with interested individuals to establish an on-going working committee to realize some of the goals established in the action plan.
Added: 2009-07-07
59. Marketing and Promoting Literacy With Webinars (2012)
Authors: Sarah Elaine Eaton
Collection: Learning Materials
The word webinar can be used to refer to all kinds of online training and virtual presentations, says the author of this document. Using webinar technology in the non-profit and educational sectors is beneficial for staff, volunteers, and community stakeholders.
The document contains suggestions for learners, staff and volunteers, and the community on using webinars for a variety of purposes. For learners, webinars can provide an opportunity for online tutoring or for group classes. Staff and volunteers may find webinars helpful for orientation and professional development, and the community can be invited to a virtual open house via a webinar.
The author also provided a checklist to make sure everything is in place on the day of the webinar.
The document has been licensed under Creative Commons, a non-profit organization that has developed copyright licences that allow creators to specify which rights they reserve and which rights they waive regarding the use of their work.
Added: 2012-11-15
60. Material Handler – Essential Skills Training (2011)
Series: Essential Skills Training - LLEO
Authors: Carolyn Eva
Collection: Learning Materials
Based on the job profile for a material handler, this occupational curriculum is designed to help learners prepare for entry-level positions in the workforce. Material handlers are responsible for moving, loading, and unloading goods, and may be employed by transportation companies and storage and moving firms, or in factories and warehouses.
The first section, aimed at learners, includes readings and learning activities that explain the nature of both material handling and Essential Skills. It also provides information about the National Occupational Classification (NOC) system and explains how to find job profiles on the Human Resources and Skills Development Canada (HRSDC) website.
Practitioners teaching the curriculum will find much of the information they need within the modules written for learners. However, the second section of the document does offer further information, including answer keys for the various learning activities, and guidelines for evaluating learners' responses.
The document contains a number of demonstration activities based on the kinds of situations encountered in a job search or in the workplace. For instance, one activity requires the learner to create advertisements for jobs in the material handling field, while another requires the learner to follow a memo's instructions to prepare an order for shipment.
This curriculum is not intended to be the sole means of teaching the required Essential Skills, the authors note. Learners will still need other resources and activities to support this material.
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Added: 2012-10-01
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© 2012 National Adult Literacy Database
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This project is funded by the Government of Canada’s
Office of Literacy and Essential Skills.
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