Browse by subject "Reports"
1. A 10-year, Results-Based National Literacy Action Plan (2005)
2006-2016
Authors: Movement for Canadian Literacy
Collection: Research Materials
This document outlines a 10-year National Literacy Action Plan (2006 to 2016) to begin addressing Canada's literacy challenges.
It builds on the federal, provincial and territorial governments' expressed recognition of the literacy challenges; on the National Literacy Action Agenda widely endorsed by the literacy community in 2002-2003, on the all-party parliamentary Standing Committee 2003 report on "Raising Adult Literacy Skills: The need for a Pan-Canadian Response"; and on Minister Bradshaw's current pan- Canadian round of consultations on literacy.
Added: 2006-02-13
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2. 2008 Summer Tutoring Program for Kids - Final Report (2008)
Authors: PEI Literacy Alliance
Collection: Learning Materials
This is a report on the Summer Tutoring Program for Kids that runs during July and August every year in libraries, schools and community centres across P.E.I. The purpose of this program is to support the learning objectives of the school system by offering an alternative learning environment during the summer months. It gives children with reading difficulties a chance to maintain their literacy skills over the summer months and provides relevant summer career employment for qualified students. Tutoring is offered in French, English and English as an Additional Language.
This report consists of three parts: The first part includes a description of the program, its purpose, benefits, staffing, and supporters; the second part is the program coordinator's report for 2008; and the third part consists of parents' and children's evaluations of the program.
Added: 2008-11-12
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3. The 2009 Composite Learning Index: Measuring Canada's Progress in Lifelong Learning (2009)
Series: Composite Learning Index
Authors: Canadian Council on Learning (CCL)
Collection: Research Materials
The Composite Learning Index (CLI) is an annual measure of Canada’s progress in lifelong learning. It is based on statistical indicators that reflect the many ways Canadians learn, whether in school, in the home, at work or within the community.The first index of its kind in the world, the CLI is a valuable measurement tool that recognizes how learning throughout people’s lives is critical to their individual success, the success of their community and the success
of the country as a whole.
Until the Canadian Council on Learning created the Composite Learning Index in 2006 there was no means to measure how Canada performed across the full spectrum of learning. To reflect this broad perspective, the CLI uses a wide range of learning indicators to generate numeric scores for 4,700 cities and communities across Canada. A high CLI score means that a particular city or community possesses learning conditions that support social and economic well-being.
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The 2009 CLI is made up of 17 indicators and 25 specific measures. These are organized within four pillars: Learning to Know, Learning to Do, Learning to Live Together and Learning to Be. These pillars recognize the broad scope of lifelong learning — at home, in the classroom, at work and in the community. Indicators reflect an aspect of the state of lifelong learning across Canada and can include more than one specific measure. Specific measures are the building blocks of the index. These have defined units that quantify each indicator. For example, “Youth literacy skills” is an indicator that uses four specific measures from the OECD’s Programme for International Student Assessment (PISA). The four measures are: mean problem-solving scores for 15-year-olds; mean reading scores; mean math scores; mean science scores for 15-year-olds.
The report shows a trend of the 2009 CLI scores and trends for major Canadian cities. For the first time, Canada’s overall score on the Composite Learning Index has declined, dropping two points to 75 in 2009, from 77 in 2008.
In short, the CLI is designed as an objective and reliable measurement tool that can help communities make the best possible decisions about learning - decisions that will strengthen social ties, bolster the economy and, of course, improve people’s lives
Added: 2009-09-11
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4. 2009 Summer Tutoring Program for Kids - Final Report (2009)
Authors: PEI Literacy Alliance
Collection: Learning Materials
The Summer Tutoring Program for Kids (STPK) in Prince Edward Island has been running for eight weeks every summer since 1998. The program, which is offered free of charge, gives children with reading difficulties a chance to maintain their literacy skills over the summer months and provides relevant summer employment for qualified students. Students in Grade 1 through 6 are referred to the program by resource teachers in their schools.
This document summarizes the delivery of the 2009 program, which saw 26 tutors working with 600 children in communities around the province. Some of the tutors worked specifically with French-speaking, French-immersion or English-as-a-Second-Language students. The authors outline the orientation process for tutors and explain how tutors contacted both school resource teachers and the libraries where the tutoring takes place.
The authors describe the program’s successes as well as the problems that arose and offer a series of recommendations for improvements.
Added: 2010-01-26
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5. The 2010 Composite Learning Index: Five Years of Measuring Canada's Progress in Lifelong Learning (2010)
Series: Composite Learning Index
Authors: Canadian Council on Learning (CCL)
Collection: Research Materials
The Composite Learning Index (CLI) is an annual measure of Canada’s progress in lifelong learning, based on statistical indicators that reflect the many ways Canadians learn.
The 2010 CLI is the fifth time the measure has been taken and, therefore, the first time a five-year trend can be produced. Over the past five years, Canada has witnessed no substantial progress in lifelong learning, from a CLI benchmark score of 73 in 2006 to 75 in 2010.
But while Canada as a whole has seen only limited progress on the CLI over the past five years, the story is different when it comes to specific regions of the country. For example, 60 per cent of communities in Atlantic Canada have seen progress in their five-year score, compared with 26 per cent of all communities in Western Canada.
The CLI includes data on school-based learning; work-related learning; community and interpersonal learning; and personal development.
Added: 2010-05-26
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6. 2011 Trends, Opportunities and Priorities (TOP) Report (2011)
Authors: The Labour Market Group
Collection: Research Materials
The Labour Market Group (LMG) is a not-for-profit organization, funded by the Ontario Ministry of Training Colleges and Universities, that promotes the development of a skilled and competitive workforce.
Each year, the LMG draws together data from a variety of sources to complete a Trends, Opportunities and Priorities report. In this edition of the report, the District of Nipissing and the District of Parry Sound are dealt with separately because of the significant demographic differences between the two districts.
For each of these districts, the authors have prepared an action plan that highlights priority workforce issues and sets out proposed partnerships and steps to deal with the issues.
The authors have also included a list of participants in the community consultation process and provided a glossary of terms related to the labour market.
Added: 2011-06-10
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7. Aboriginal Literacy Gathering Report 2002 (2002)
Mamawenig
Authors: Saskatchewan Aboriginal Literacy Network (SALN)
Collection: Research Materials
Nine delegates from Saskatchewan attended the First National Aboriginal Literacy Gathering in May 2000, held in Morley, Alberta. There was a great deal of enthusiasm generated during the course of the Gathering and plans for a follow-up provincial Aboriginal literacy project began.
Since then, a Provincial Aboriginal Literacy Steering Committee was convened to carry the discussion and planning forward. On May 14, 2002, The Provincial Aboriginal Literacy Gathering was held, an event that provided the opportunity for Elders, learners, literacy practitioners, community members, and representatives from various governments to work together in a participatory strategic plan process to develop future directions for Aboriginal literacy in the province.
This document is a report on The Provincial Aboriginal Literacy Gathering.
Added: 2004-03-15
8. Aboriginal-Enhanced Access to Native Learning (2000)
Authors: Sally Gaikezheyongai
Collection: Research Materials
This report is the result of the latest Native Women's Resource Centre literacy project. It is the result of a one-year project that included a community needs assessment aimed at improving access to Native learning programs and services. An overview of the 13 year history of Native Literacy Programs in Toronto is presented. At least 60 community members were consulted, including : (past, present and future) Native Learners, Native literacy practitioners and representatives from local Native agencies who have hosted Native Literacy programs over the years. The report also attempts to demystify what is meant by utilizing a culture-based approach and framework in developing a Native Literacy Program.
For further information, contact :
The Native Women's Resource Centre of Toronto Inc.
191 Gerrard Street East
Toronto ON M5A 2E5
Tel. (416) 963-9963
Fax. (416) 963-9573
WWW : http://www.nativewomenscentre.org/
Added: 2001-08-01
9. Abracadabra: A study in the development, implementation, and effectiveness of a web-based literacy resource (2009)
Authors: Robert Savage, Phil Abrami, Noella Piquette-Tomei, Eileen Wood, Gia Deleveaux
Collection: Research Materials
This report describes research designed to explore the effectiveness of the ABRACADABRA (ABRA) web-based literacy system. The project involved more than 400 students in kindergarten to Grade 2 in classrooms in Alberta, Ontario and Quebec.
Analysis of the findings showed that the ABRA system as used by teachers had significant effects on children’s sight word reading and awareness of the structure of language. There were also discernible but non-significant effects on the children’s knowledge of letters.
The authors point out that most previous research on the impact of educational technology has focused on single commercially available CD/video packages. The more dynamic web-based technologies that are readily available, free to all users, could have a profound impact on literacy practice across Canada.
Added: 2012-02-21
10. Academic engagement and science achievement: A gendered relationship? (2010)
Authors: Robert Sweet, Maria Adamuti-Trache
Collection: Research Materials
The 2002 School Achievement Indicators Program Science (SAIP-SCIENCE) survey, administered to a national sample of Canadian youth aged 13 to 16, showed girls performing significantly below boys in the application of scientific knowledge to everyday problems. On the other hand, girls get higher teacher-assigned grades than boys in their science classes.
The authors of this paper note that girls’ superior performance in science classrooms may be due to teachers’ marking practices, which reward not only cognitive achievement but also social behaviour, like the compliance with rules and completion of homework.
However, it would be expected that the study efforts of girls would lead not just to higher teacher-assigned grades but also to higher scientific literacy scores. The authors’ goal is to look at why girls’ greater investments in homework do not result in higher literacy scores.
While many girls respond well to the current curriculum, others do not, and for them, changes in the curriculum or teaching methods may help, the authors point out. As well, it is possible that boys performed well on the literacy test because their leisure time activities offer more opportunity to explore and apply science-related activities.
The gap in science literacy scores between boys and girls is not a wide one, the authors note. However, if that gap is discouraging girls from continuing their science studies, then further attention to this matter is needed.
Added: 2013-03-21
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© 2012 National Adult Literacy Database
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