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1. 2005 National Summer Institute (2005)
Working Together on Literacy and Health Research - Final Report
Authors: Gail Hammond, Irving Rootman, Jim Frankish, Marina Niks, Sandy Middleton, Melody Monro
This is the Final Report for a National Summer Institute held in Vancouver, BC in July 2005 regarding Literacy and Health Research. Included are key strategic directions for future research around literacy and health issues.
Funders:
- Social Sciences Humanities Research Council of Canada
Added: 2006-08-15
2. Aboriginal Adult Literacy Assessment Tool (2011)
Saskatchewan AALAT Provincial Results
Authors: Robert Henry, Ross Grandel
The Aboriginal Adult Literacy Assessment Tool (AALAT) project was developed in response to the 2003 International Adult Literacy and Skills Survey (IALSS), which reported that more than 63 per cent of Aboriginal adults did not possess the literacy skills required to be contributing members of Canadian society.
The project team argued that the IALSS does not accurately portray the literacy skills of Aboriginal adults because it is based in Eurocentric, non-Aboriginal ways of assessment, using materials that have little relevance to Aboriginal peoples or communities.
The AALAT was designed to be administered in a one-to-one setting by a trained tester. It includes a general information section that allows the individual to explain ideas and personal insights about literacy. The second section includes test questions that determine the participant’s strength in such areas as literacy, numeracy and problem solving.
In this document, the authors present the findings of the pilot project in graphs and charts.
Funders:
Added: 2011-06-21
3. Adult Basic Education: Should Community Colleges or Public Schools be Responsible for Implementing the Program? (1992)
Authors: Lotito Hoerner
Report of a study conducted in North Carolina and Virginia to determine why there are more enrollees in ABE programs administered through community colleges than in those administered through the public school systems.
Added: 1992-01-01
4. Adult Learners and Digital Media: Exploring the usage of digital media with adult literacy learners (2012)
Authors: Christopher Greig, Janette Hughes
This document is housed on the AlphaPlus server.
This research report is based on a small-scale study undertaken to explore the attitudes and experiences of adult Canadians who are non-users or limited users of digital media and information and communication technologies (ICTs).
Twelve adult learners in two Ontario cities worked in small groups to produce their own digital texts using either Microsoft’s PhotoStory or a web-based interactive poster program called Glogster. Afterwards, they were interviewed about whether their experiences might help them build digital literacy skills and whether they might be able to apply these skills in their daily lives.
The results suggest a relationship between varying levels of literacy skills and ICT use. The higher the literacy level, the more likely adult learners are to be engaged with computers and digital media. Those less likely to engage with ICTs tended to have lower literacy levels.
Age is a factor in how individuals respond to digital media, as younger people are more likely to have grown up with a computer in the home. However, social class also affects the response to digital technology, the authors say, pointing to a 2010 Statistics Canada report showing that 94 percent of people in the top income bracket used the Internet, compared with only 56 percent of those in the lowest bracket.
Closing the gap between income groups could be accomplished by expanding publicly funded digital literacy classrooms and other spaces that offer access to the Internet and the opportunity to develop digital literacy skills.
Added: 2012-10-31
5. Adult Learning and Education: Canada progress report for the UNESCO Global Report on Adult Learning and Education (GRALE) and the end of the United Nations Literacy Decade (2012)
Authors: Council of Ministers of Education, Canada (CMEC), Human Resources and Skills Development Canada (HRSDC), Canadian Commission for UNESCO (CCU)
This report, published by the Council of Ministers of Education, Canada (CMEC), monitors progress made towards fulfilling recommendations included in the final document of the Sixth International Conference on Adult Education (CONFINTEA VI), held in Belém , Brazil, in 2009.
The authors note that since 2009, a number of new initiatives have been undertaken across Canada. New adult education and literacy policies have been developed in Alberta, New Brunswick, Ontario, Nova Scotia, and Newfoundland and Labrador. Northwest Territories introduced its Aboriginal Languages Plan.
Since the United Nations Literacy Decade mid-term review, hundreds of activities and initiatives have been launched in Canada to improve the literacy levels of Canadians. Most notably, provincial and territorial literacy policies have either been introduced or are in development in all of Canada’s 13 provinces and territories.
Canada faces several challenges in its efforts to increase adult literacy and essential skills. Provinces and territories have identified a range of these, including assessment, data, and evaluation; non-formal learning and certification/credentials; coordination of program delivery; funding; lack of capacity; learning methods/delivery models/tools and resources; partnerships and citizen engagement; culturally appropriate programming; increased access; and learner recruitment.
Added: 2013-02-11
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6. Adult Literacy Programs in the Halifax Regional Municipality - Directory (2003)
Companion Document to: The Right to Read...and Read Well
Series: Literacy for Persons with Disabilities
Authors: Chris Hornberger, James Bartlett
This document is a companion to ”Literacy for Persons with Disabilities; The Right to Read...and Read Well”. It is a directory of literacy organizations and programs in the Halifax, Nova Scotia area. Included are public and private programs where literacy is at least part of the program offering or where literacy is core to the program. Excluded are ESL programs, computer literacy programs and strictly employment-related programs.
This alphabetical directory includes comprehensive information on specific literacy programs such as program description, location, contact information, registration information, cost, and wheel chair accessibility.
Funders:
Added: 2005-07-25
7. Analyzing the Language Demands of Construction Labourers: Excerpts from the Final Report (2010)
Report for the English Language Requirements for Construction Labourers Project
Authors: Hammond & Associates
This report is housed on the Hammond & Associates website, at http://www.hammondassociatesinc.com.
The report describes a research study and pilot project carried out on behalf of Alberta Employment and Immigration in 2010. The goals of the project were to analyze the English language demands of construction labourers working in an English-speaking environment, and to describe those requirements as a range of Canadian Language Benchmark (CLB) levels for reading, writing, speaking, and listening skills.
The research focused on labourers, not trades helpers or apprentices, working for companies in larger urban centres, which would be more likely to have culturally diverse work crews. Research included reviews of relevant references that describe the occupational tasks and work context of construction labourers; visits to work sites; and interviews with both labourers and supervisors.
The researchers arranged their findings under four broad topics: communication support; intercultural competence; work processes and systems design; and English Language instruction. Within each topic, they provide both a summary of what they observed, and a number of suggestions for improvements.
For example, in the category of work processes and systems design, they observed some basic strategies, such as concentrating writing tasks in the hands of supervisors and using standardized templates for important and common tasks. They suggest the use of highly visual job aids, posters, and training resources as an effective and economical means for overcoming a language barrier.
Funders:
- Government of Alberta
Added: 2013-01-21
8. Analyzing the Language Demands of Electricians (2011)
Authors: Hammond & Associates
This document is housed on the Hammond & Associates website, at http://www.hammondassociatesinc.com.
A growing number of internationally trained electricians whose first language is not English are working in Alberta. This document describes a project undertaken in 2010 to establish a clear description of the language demands of the occupation as a basis for improved communication and integration of all members of the workforce.
Specifically, the goals of the project were to analyze the language demands of the trade and relate those demands to the Canadian Language Benchmarks (CLB); recommend the English language proficiency, expressed as a CLB level or a range, required to meet these language demands; develop an inventory of common speaking, listening, reading, and writing tasks as a basis for training and resource development; and identify contextual factors that influence the language demands and suggest workplace supports to facilitate integration of internationally trained electricians.
The consultants interviewed both locally and internationally trained workers to identify key responsibilities and communication tasks of the job. Based on their findings, they recommended seeking ways to evaluate the “fit” between apprenticeship systems in Canada and those of other countries; developing a trade-specific course for internationally trained electricians; developing online resources that focus on the tools of the trade; and training in how to write for an intercultural workforce.
Funders:
- Electrical Industry Education Trust Fund of Alberta
- Government of Alberta
Added: 2013-01-17
9. Analyzing the Language Demands of Food Counter Attendants (2010)
Excerpts from the Final Report of the Occupational English Language Requirements for Food Counter Attendants Project
Authors: Hammond & Associates
This report is housed on the Hammond & Associates website, at http://www.hammondassociatesinc.com.
The report describes a research study carried out on behalf of Alberta Employment and Immigration in 2010 with the goal of analyzing the English language demands of food counter attendants, and describing these requirements as a range of Canadian Language Benchmark (CLB) levels for reading, writing, speaking, and listening skills.
Researchers visited fast food outlets in both urban and rural settings in Alberta, and analyzed orientation and training materials for the relevant restaurant chains. They established benchmarks for both routine tasks encountered in a typical day, and for communication “spikes” that require higher levels of proficiency.
They concluded that for both speaking and listening, routine tasks require a CLB benchmark of 5, with spikes at CLB 6, while routine writing tasks were at CLB 3, with spikes in the CLB 4 range. Routine reading tasks were at CLB 4, with spikes assessed at CLB 5 and 6.
The authors emphasize that what is routinely required may not necessarily be the best basis for defining what is minimally required. For example, on a daily basis, food counter attendants do little reading other than labels and orders, and as these are in a standard format using highly repetitive vocabulary, the minimum for reading proficiency could comfortably be set as a CLB 4.
However, someone at a CLB 4 level of proficiency would not be able to handle the reading requirements of the training and orientation materials, which require skills in the range of CLB 5 or 6. This has important implications for both workplace health and safety and for food safety. The lower benchmark may be sufficient only if employers are committed to providing clear and sufficient support in situations where communication needs are higher.
Funders:
- Government of Alberta
Added: 2013-01-28
10. Annotated Bibliography for Workplace Literacies (2002)
Authors: Sue Waugh Folinsbee, Judy Hunter
This bibliography is for those interested in reading further about workplace literacy as a social practice.
Funders:
Added: 2002-11-15
© 2012 National Adult Literacy Database
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