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1. Formal, non-formal and informal learning: The case of literacy, essential skills and language learning in Canada (2010)
Authors: Sarah Elaine Eaton
Collection: Research Materials
The author explores the differences and the links between formal, non-formal and informal learning. Formal learning is intentional, organized and structured and is often arranged by an institution. Non-formal learning may or may not be intentional and arranged by an institution but it is at least loosely organized. Informal learning is never organized and is thought of as spontaneous and related to experience.
The author looks at these three types of learning in the context of literacy, Essential Skills and the acquisition of second language. She provides examples of how each of the three types of learning could occur in each of these three contexts.
The author concludes that there is value in all kinds of learning; learning is a lifelong endeavour and an interdisciplinary approach to learning is valuable.
The report includes appendices listing provincial and national literacy organizations and heritage and international language associations in Canada.
Added: 2010-02-17
2. TIES 2 Work - The First Year (2010)
2009 Update
Authors: Saint John Learning Exchange
Collection: Research Materials
This is the report on the first year of a three-year demonstration project called TIES 2 Work, funded by the New Brunswick Department of Post-Secondary Education, Training and Labour. It facilitates matches between employers and potential employees through 12 weeks of job-specific, essential-skills training, which results in employment at a minimum starting wage. The first year of the program included two rounds of recruitment, 13 clients and eight employers.
Program clients have low levels of education that constitute a barrier to employment. The report explains how clients were referred to the program and how employers were recruited. It also outlines program content and delivery and describes the move toward including more project-based learning in the project.
The report's appendices include personal quotes and stories from clients and quotes from employers involved in the program.
Added: 2010-02-17
3. Common Ground: A How-To Guide for Employers (2010)
Series: Common Ground: English in the Workplace
Authors: Centre for Excellence in Intercultural Education (NorQuest College), Douglas Parsons, Paul Holmes
Collection: Learning Materials
This guide is designed to help employers set up and deliver their own English in the Workplace (EWP) programs. It discusses how differences in language, culture and level of integration into the community can affect workplace safety, productivity and retention rates.
The guide offers a step-by-step process for establishing a EWP training program, beginning with finding a suitable facilitator and forming an advisory team. Other sections deal with carrying out a needs assessment; choosing learning settings; evaluating the program; creating independent learners; and setting goals for full integration.
The guide also discusses tools for increasing awareness and understanding of attitudes and behaviours.
Additional sections outline ways to customize the program for a specific workplace.
Added: 2010-03-24
4. Common Ground: English in the Workplace Training Manual (2010)
Series: Common Ground: English in the Workplace
Authors: Centre for Excellence in Intercultural Education (NorQuest College), Douglas Parsons, Paul Holmes
Collection: Learning Materials
The manual begins by setting out general learning outcomes: understanding Canadian workplace safety policy; practising pronunciation clarity; learning about working in a multicultural organization; and expanding idiomatic and industry-specific vocabulary.
The manual includes ten modules, each dealing with a specific aspect of safety like dealing with hazardous materials, emergency response or personal protective equipment. Each safety issue becomes a conduit to the other general learning outcomes. For example, the module on fire safety deals with sentence stress to practise pronunciation clarity; understanding small talk as an aspect of learning to work in a multicultural organization; and how to make and apology as a way to expand idiomatic vocabulary.
The manual also includes a list of idioms, a glossary and list of recommended readings on intercultural issues.
Added: 2010-03-26
5. PEI Literacy Alliance Environmental Scan (2010)
Authors: PEI Literacy Alliance
Collection: Research Materials
In February 2010, the PEI Literacy Alliance hosted a roundtable discussion with Island professionals who are literacy and essential skills (LES) experts. Representatives from government, industry and educational institutions attended the meeting. The report, incorporating comments from those representatives, provides a look at the state of LES in the province.
The authors set out the LES challenges for Prince Edward Island, describe the province’s assets, and discuss what is missing in the field. They outline the government’s priorities, including rural development and the impact of implementing a full kindergarten program. The authors describe the linkages between programs and agencies, and list tools, programs and supports for LES in the province.
The report provides 11 recommendations, including incorporating LES assessments across the learning spectrum; promoting the use of LES online tools; and promoting the benefits of workplace learning to employers.
Funders:
Added: 2010-03-31
6. Learning Disabilities in Adult Literacy Settings - Resource List (2010)
Authors: Literacy BC
Collection: Research Materials
This list was compiled to help adult literacy educators find resources pertaining to learning disabilities. The list is organized according to six principles of good practice aimed at supporting a “whole life” approach to working with people with learning disabilities in adult literacy settings.
Those principles are: finding out about learning disabilities and how they shape adult literacy work; building relationships of trust and dialogue through intake, screening and learning profiles; “learning-disabilities friendly” instructional strategies and supports inside and outside the classroom; addressing issues that may come along with learning disabilities, such as fear, low self esteem, anxiety, experiences of violence, poverty and isolation; changing how the world thinks about learning disabilities through system advocacy, self advocacy and awareness raising; and self-directed professional development.
The resources deal with learning disabilities in general as well as with specific conditions like dyslexia, fetal alcohol spectrum disorder, attention deficit disorder, brain injury and deafness.
The resources listed include reports; books; websites; documentary films; literature reviews; and tool kits. Most listings include annotations.
Added: 2010-03-17
7. Common Ground: Facilitator's Manual (2010)
Series: Common Ground: English in the Workplace
Authors: Centre for Excellence in Intercultural Education (NorQuest College), Douglas Parsons, Paul Holmes
Collection: Learning Materials
This manual is designed to provide both experienced and first-time English in the Workplace Program (EWP) facilitators with a ready-to-use curriculum and training guide that introduces workers from outside Canada to concepts of safety, pronunciation clarity, cultural awareness and other essential workplace skills.
The section specifically aimed at first-time EWP facilitators deals with the skills needed for effective facilitation; establishing a welcoming atmosphere; and providing constructive feedback.
Other sections deal with bridging language and culture; teaching strategies and tools; settings for learning; and adapting coursework to individual needs.
Added: 2010-03-24
8. Community Essential Skills (2010)
Series: Essential Skills Fact Sheets
Authors: NWT Literacy Council
Collection: Learning Materials
This document, one in a series of Essential Skills Fact Sheets published by the NWT Literacy Council, focuses on community skills. Those skills are defined as reading, document use, writing, numeracy, oral communication, thinking, working with others, computer use and lifelong learning.
The authors use a hypothetical northern family made up of a mother, father, grandmother and three children to illustrate each of the skills and how they fit into the idea of community. For example, document use is illustrated by the mother filling out a form so one of the children can go to daycare. Lifelong learning is illustrated by the father attending a workshop for volunteer firefighters.
Added: 2010-02-25
9. Families Essential Skills (2010)
Series: Essential Skills Fact Sheets
Authors: NWT Literacy Council
Collection: Learning Materials
This document, one in a series of fact sheets published by the NWT Literacy Council, focuses on essential skills as they apply to families. Those skills are defined as reading, document use, writing, numeracy, oral communication, thinking, working with others, computer use and lifelong learning.
In this fact sheet, the authors offer examples of what each of those skills would mean in the context of a hypothetical family made up of a mother, father, three children and a grandmother. For example, a lively discussion at the supper table is used to illustrate oral communication. To illustrate numeracy, the authors describe the father helping the older children with their math homework and the mother managing the family budget.
Added: 2010-02-25
10. Health Essential Skills (2010)
Series: Essential Skills Fact Sheets
Authors: NWT Literacy Council
Collection: Learning Materials
This document, one in a series of fact sheets published by the NWT Literacy Council, defines essential skills -- reading, document use, writing, numeracy, oral communication, thinking, working with others, computer use and lifelong learning – then offers examples of how those skills can be used to maintain and promote health.
The authors use a hypothetical family made up of mother, father, grandmother and three children. The role of numeracy in maintaining health is illustrated by with the example of the mother measuring out medicine for one of her children. The mother explaining to the child why the medicine must be taken is used as an example of the role of oral communication in promoting health.
Added: 2010-02-25
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