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91. Monitoring Tools: Learning in a Group Setting (2006)
Inreach/Outreach Program of the Carnegie Learning Centre
Series: From the Ground Up
Collection: Learning Materials
From the Ground Up (FGU) is a project of Research in Practice in Adult Literacy (BC), in partnership with Literacy BC, that helps practitioners develop tools to evaluate their community-based programs and facilitate the reporting process. The focus of the project is on Community Based Adult Literacy programs. This document is one in a series that describes monitoring tools developed by different community groups. This particular document presents three monitoring tools for learning in a group setting developed by the Inreach/Outreach Program of the Carnegie Learning Centre. These tools are rubrics that are intended to be used with learners in non-formal learning situations where tests and more structured assessment tools are not appropriate.
Added: 2008-02-07
92. Monitoring Tools: Adult Goal Progress Chart (2006)
Family Literacy Programs in the Fraser Valley
Series: From the Ground Up
Authors: Pam Auffray, Penny Petersen, RiPAL BC
Collection: Learning Materials
From the Ground Up (FGU) is a project of Research in Practice in Adult Literacy (BC), in partnership with Literacy BC, that helps practitioners develop tools to evaluate their community-based programs and facilitate the reporting process. The focus of the project is on community-based adult literacy programs. This particular document describes the Adult Goal Progress Chart Monitoring Tool used in the four component family literacy programs of the BC Fraser Valley. The premise for the creation of the Adult Goal Progress Chart is that adult learners need to be actively engaged and participate in creating the content of their learning material. This monitoring tool is designed to enable practitioners to take a collaborative approach, allowing participants to choose and define their personal goals and then develop learning plans to achieve them.
Added: 2008-02-07
93. Monitoring Tools: Community Literacy Development (2006)
Columbia Basin Alliance for Literacy
Series: From the Ground Up
Authors: Betty Knight, Christy Luke, RiPAL BC
Collection: Learning Materials
From the Ground Up (FGU) is a project of Research in Practice in Adult Literacy (BC), in partnership with Literacy BC, that helps practitioners develop tools to evaluate their community-based programs and facilitate the reporting process. This document is one in a series that describes monitoring tools that have been developed by different BC communities.
This document presents the Community Literacy Development measurement tools used by the Columbia Basin Alliance for Literacy. These tools are designed to identify the range and importance of community networking and collaboration, and the effect those are having on literacy service delivery. The tools provide valuable information about the number and type of partnerships community literacy groups develop, the amount of money and resources those partnerships leverage which add value to funding, and the increase in service delivery and resources available for literacy programs in communities. The mapping tools can also be used to identify the sectors that partner most often with literacy at the community level, providing useful information to foster cross-ministerial cooperation.
Added: 2008-02-07
94. Monitoring Tools: Reflective Practice (2006)
Houston Link to Learning and Storytellers' Foundation
Series: From the Ground Up
Authors: Anne Docherty, Dee McRae, Sandi Lavallie, RiPAL BC
Collection: Learning Materials
From the Ground Up (FGU) is a project of Research in Practice in Adult Literacy (BC), in partnership with Literacy BC, that helps practitioners develop tools to evaluate their community-based programs and facilitate the reporting process. This document is one in a series that describes monitoring tools that have been developed by different BC communities.
In the northwest region of BC, a region faced with severe socioeconomic challenges, literacy programs are delivered by stand-alone, non-governmental organizations. Because literacy practitioners in this remote and rural region often feel overwhelmed, frustrated and discouraged, they decide to design a Reflective Practice Monitoring tool. This tool is meant to help literacy practitioners find a “breathing space” and step back from the daily business to sort through the complexities they are immersed in.
Added: 2008-02-07
95. Monitoring Tools: Monitoring Tools for Volunteer Tutor Programs (2006)
Project Literacy Victoria
Series: From the Ground Up
Authors: Debbie Booth-Johnson, RiPAL BC
Collection: Learning Materials
From the Ground Up (FGU) is a project of Research in Practice in Adult Literacy (BC), in partnership with Literacy BC, that helps practitioners develop tools to evaluate their community-based programs and facilitate the reporting process. This document is one in a series that describes monitoring tools that have been developed by different BC communities.
This document presents the monitoring tools for volunteer tutor programs designed by Project Literacy Victoria, an organization that provides volunteer tutoring services to adult literacy learners in the Greater Victoria area. This organization has produced the following tools to provide feedback to program coordinators about their tutor training programs :a learner and tutor monthly report, a tutor training feedback form, and a tutor survey.
Added: 2008-02-07
96. English 130: Nonfiction Study - Raising Ourselves by Velma Wallis (2006)
Collection: Learning Materials
In Raising Ourselves, author Velma Wallis writes honestly and passionately about her people's struggle with alcoholism and cultural loss. This workbook is meant to be used in conjunction with the novel Raising Ourselves. It begins with a pre-reading section that sets the stage for reading the novel. Chapters 1 - 19 include vocabulary for each chapter of the novel, comprehension questions with answers for each chapter, a reflection and journal writing section, discussion questions, and extended questions. The epilogue and review chapter offers further activities for learners.
Added: 2008-02-08
97. Learning in Peace - A Model for Violence-Free Adult Literacy Programs (2006)
Authors: Jenny Rizk, Anne Moore
Collection: Research Materials
Recent research into violence and learning has revealed that violence is a reality for all individuals in society including learners in adult literacy programs and that violence has a negative impact on learning. As educators, literacy workers have a responsibility to acknowledge that violence exists in society and to promote an educational model that has peace and respect for diversity at its core. For adult literacy programs to teach and model good conflict resolution skills, it is essential to have well developed policies and procedures in place. This document has been written to accompany a workbook for learners called Making it Work that is about positive communication in the workplace environment. The goal of this document is to offer adult literacy programs a valuable and holistic resource that will assist in developing policies and procedures to deal with conflict in a proactive way.
Funders:
Added: 2008-02-20
98. For My Child - Phase 2: Cohorts 2 and 3 (2006)
A Study of the Impact of French-Language Family Literacy Programs on Francophone Families in Linguistic Minority Settings in Ontario
Series: For My Child
Authors: Sophie LeTouzé
Collection: Research Materials
To better equip Francophone parents to act as their children’s first teachers and to support them in this role, a number of French-language literacy centres have provided family literacy programs in several Francophone communities in Ontario. This document presents the results of a research study that evaluates the impact of family literacy programs on Francophone parents and children in Ontario. In this study, the researchers assess the changes observed in literacy habits and in use of French among parents and children who have been involved in a French-language literacy program. They also analyze the various models adopted by these programs, identify the challenges that they must meet and the factors for their success, and document their best practices.
This study is being conducted over a five-year period. Within this period, researchers plan to assess five cohorts of Francophone families who participate in the family literacy programs offered at the seven French-language literacy centres. Each cohort will participate in a program composed of 8 to 10 workshops. This report deals with the second cohort of families who participated in these workshops.
Funders:
Added: 2008-02-21
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99. Family Literacy in Ontario - The State of Family Literacy Programming (2006)
Executive Summary of a Provincial Survey
Authors: Ontario Literacy Coalition (OLC)
Collection: Research Materials
Using focus groups and a province-wide survey of more than 100 family literacy practitioners, this study takes a snapshot of family literacy activity in Ontario. The study is designed to identify issues and gaps in the current family literacy infrastructure and to identify effective and sustainable options for family literacy delivery. Specifically, researchers looked at the types of family literacy programs that currently exist in Ontario, the level and nature of funding for family literacy programming, organizational partnerships involving family literacy programs, the training and professional development needs of family literacy practitioners, and accreditation in the family literacy field. This report includes an executive summary, methodology, discussion of findings and recommendations.
Added: 2008-03-03
100. Practitioners as Learners (2006)
A Professional Development Project
Authors: Saskatchewan Literacy Network
Collection: Research Materials
This project was initiated by the Saskatchewan Literacy Network in 2003 for the purpose of identifying and meeting the growing and changing professional development needs of practitioners in Saskatchewan. The central goal of this project was to research, develop, implement and evaluate a professional development plan for literacy practitioners in Saskatchewan. This report details what has been learned about what practitioners need and want to learn to improve their practice and how they prefer to learn.
This report consists of three sections:
1. Literacy Professional Development Context & Delivery
2. Participants’ Input and Recommendations
3. Literacy Professional Development Plan
Funders:
Added: 2008-03-03
© 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.
Office of Literacy and Essential Skills.
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