A Handbook for New Tutors
Authors: Halifax Community Learning Network
Many new tutors who volunteer with literacy networks feel nervous, scared or anxious and frequently wonder what they have gotten themselves into. This handbook tries to bridge the gap between a new tutor joining a literacy program and beginning his or her tutor training program. The author's intent is to show the new tutor as realistically as possible what it will be like when he or she starts turtoring, what will be expected of the tutor, as well as what the tutor can expect from the learner and the program coordinator.
This handbook includes information about
- Getting started with your learner
- Building a successful tutor-learner relationship
- Helping your learner set realistic goals
- Planning lessons and assessing your learner’s progress.
- Finding resources to use with your learner
Series: Yearbook – HCLN
This is a collection of writings by students and friends of the Halifax Community Learning Network. Writings by learners include personal anecdotes, fiction and a fan letter to golfer Mike Weir. One man describes his efforts to raise money to help fellow amputees back in his homeland of Sierra Leone.
In addition to works by learners, the collection includes messages of support from officials of various literacy-related organizations in Nova Scotia. As well, there are reflections by volunteers with the HCLN.
The yearbook’s title, “Rogue Wind,” comes from a learner’s piece about his experience sailing.
This booklet complements Integrating Essential Skills into Literacy Training – Final Report.
The authors have included eight sample activities using authentic workplace materials provided by the two employment partners involved in the two-year project. The sample activities can be adapted to meet individual learner needs.
Series: Share the Gift of Stories
Literacy for Life Foundation is proud to share the stories created by children and adults in the Municipal District of Foothills #31. Some of the stories were written to help celebrate Family Literacy Day on January 27, and others were submitted by families involved in our Building Blocks program.
Sharing stories is the best way to help build a literate community. Literacy does not stand alone. It is part of our families and our community. Stories help our children learn about reading and life. Literacy for Life Foundation would like to thank all the authors who submitted stories and Megan Summers for compiling the stories into a book.
A Human Resource User Guide Targeting a Specific Client Group
Authors: Random North Development Association
This Human Resource User Guide focuses entirely on a target client group that have specific barriers to entering/re-entering the local labour market (i.e. minimal education, limited work experience, low self-esteem/confidence, social barriers, etc).
There are a variety of challenges that many in this target client group have to address prior to successfully entering or re-entering into the local labour market. These clients can be categorized as “marginalized clients” and in some instances they are clients that have “fallen through the cracks” in our society. It would be unfair to say that all clients in the target group have the same level of challenges or issues. With all employment counselling services, a client meets with a service provider/counsellor on an individual basis to discuss their own circumstances.
Overall with the target group, there are similar traits and characteristics and it is the intent of this Human Resource User Guide to highlight their generic characteristics and further define these characteristics based on learning experiences. As a result of outcomes from the
Supporting Literacy for People with Intellectual / Developmental Challenges
This Handbook is the product of extensive research of the existing literature, discussion and exhange with literacy experts, practitioners, and some learners, and input from pilot agencies delivering literacy programming.
Findings of a project dealing with the balance of an organization`s resources directed towards recruitment, assessment and training of volunteers and students, and the resources directed towards retention of existing volunteers and students.
Positive Pathways To A Brighter Future
This report is developed to assist literacy agencies and their partners in developing a Trails to Literacy project. Trails is a ‘participatory’ learning concept developed to link learner-driven literacy upgrading with community marketing.
This report includes the following:
- Background on our original project at North Frontenac Literacy Program in Sharbot Lake, ON
- Different stages of the project:
Vision (includes goals, concept, benefits and recruiting)
Action (includes theory on authentic, collaborative and participatory learning)
Activities (includes pilot projects)
- Suggested activities
- Sample forms
In a Trails project, practitioners and learners take part at various levels. The original goals, benefits and concepts need to be evaluated, as well as the activities and direction of the participants. Beyond this, the learning also has to be evaluated for the group and all individuals. Challenges and hopes for the future for Trails to Literacy will also be discussed.
Authors: Frontier College
A compilation of links for literacy tutors. Divided into sections such as Children & Youth, Adult, and ESL, each website has been tested and lists of sample activities and commentaries are included.
ONLINE – The site is interactive and is best used by sitting at a computer.
OFFLINE – Activities, worksheets and materials can all be printed and distributed to learners.
A) Sites for Children and Youth
C) English as a Second Language (ESL)
D) Mathematics and Science
E) Learning Games