Browse by author starting with "C"
91. Critical Crossroads: Youth, Criminal Justice and Literacy Discussion Paper (2012)
Series: Critical Crossroads: Youth, Criminal Justice and Literacy
Authors: Avril Colenutt, Margaret A. Toye
The goal of this paper is to encourage critical discussion and future planning for effective and measurable literacy programming for youth in conflict with the law in Canada.
The authors note that literacy is critical to both the reduction and prevention of criminal involvement for young people, and describe their paper as a call to action for coordinated services and programming for youth, before, during or after incarceration.
The paper includes an overview of existing programming; information on available research and research gaps; a discussion of measurements of programming success; and a look at promising practices.
A companion document offering a review of literature on the topic can be seen by clicking here: http://library.nald.ca/item/10446.
The authors have also included information about a conference, scheduled for June 2012, on the topic of youth, literacy and criminal justice. The conference is organized by Frontier College, a national literacy organization.
Added: 2012-06-22
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92. Critical Crossroads: Youth, Criminal Justice and Literacy Literature Review (2012)
Series: Critical Crossroads: Youth, Criminal Justice and Literacy
Authors: Avril Colenutt, Margaret A. Toye
This literature review provides a demographic snapshot of literacy challenges for youth in conflict with the law in Canada, the United Kingdom, and the United States. It also includes a review of available literacy programming and research on the intersection of youth, justice and literacy in those three countries.
The authors hope to spark critical discussion regarding available programming; the comprehensiveness of current long-term studies; measurements of programming success; and promising practices and future planning for effective and measurable programming in Canada.
This review is a companion document to a discussion paper the authors have written on the same topic, which can be viewed here: http://library.nald.ca/item/10431. Both documents are published by Frontier College, a national literacy organization.
Added: 2012-06-27
93. The cultural divide in science education for Aboriginal learners (2007)
Lessons in Learning - February 1, 2007
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Aboriginal people in Canada are sharply underrepresented in science and engineering occupations. As well, Aboriginal students take advanced high school science classes and enrol in science-related postsecondary programs at much lower rates than their non-Aboriginal counterparts.
This paper suggests that this disparity may have cultural roots. The Aboriginal world view sees people, landscape, and living resources as a spiritual whole, while, in contrast, the Western science approach seeks greater understanding through breaking apart the whole and analyzing it into its smallest parts. These cultural differences can create difficulties for Aboriginal students in classrooms dominated by the Western science perspective.
The authors suggest integrating Aboriginal content into science classrooms and taking a flexible approach that allows local knowledge to be used alongside textbook knowledge. They suggest consulting with local elders about how best to integrate traditional knowledge into the curriculum.
They also describe current initiatives in both Canada and the United States that are integrating Aboriginal perspectives into curricula and looking at ways to encourage Aboriginal people to pursue further education in scientific fields.
Added: 2013-02-25
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94. Culture and Adult Education (2006)
A Review of the State of the Field of Adult Learning
Series: State of the Field Report
Authors: Darlene Clover, Odette Laramee, Kathy Linker
This report makes the case for embracing broader concepts of knowledge and learning when it comes to the arts.
The authors explain that they are not downplaying the importance of the training of artists, the promotion of their work and the arts, or opportunities to acquire arts literacy and learn to value the arts. Rather, they want to show how arts-based learning can contribute to the field of adult education; spur social change and community transformation; and foster a more active cultural citizenry across the country.
The report is divided into chapters dealing with culture and adult education; governmental and non-governmental sources; funding and networking organizations; programs, research, and publications; communities of practice; and trends, issues, media, gaps and future studies.
This report is part of a series commissioned by the Canadian Council on Learning (CCL) to explore various aspects of adult learning in Canada.
Added: 2009-09-09
95. Customer Service Quality Statements (2010)
Authors: Community Literacy of Ontario (CLO)
Community Literacy of Ontario (CLO) is a network of literacy organizations throughout that province. CLO developed this document in response to practitioners’ concerns about the lack of a way to clearly track and showcase their practices.
The authors have included 10 customer service quality statements. Each statement is followed by a list of best practices for achieving the goal in the statement.
For example, the statement “Our literacy agency provides initial and ongoing support to learners” is followed by a list that includes an in-depth orientation process; referral services for learners with social and economic needs; regular meetings with learners; and the celebration of learners’ achievements.
Added: 2010-11-26
96. Customer Service Quality Statements (2010)
Authors: Community Literacy of Ontario (CLO)
Community Literacy of Ontario (CLO) is a network of literacy organizations throughout that province. CLO developed this document in response to practitioners’ concerns about the lack of a way to clearly track and showcase their practices.
The authors have included 10 customer service quality statements. Each statement is followed by a list of best practices for achieving the goal in the statement.
For example, the statement “Our literacy agency provides initial and ongoing support to learners” is followed by a list that includes an in-depth orientation process; referral services for learners with social and economic needs; regular meetings with learners; and the celebration of learners’ achievements.
Added: 2013-03-05
97. Declaration of the Rights of the Woman Student (1983)
Women's Education des femmes, June 1983 - Vol. 1, No. 4
Series: Canadian Congress for Learning Opportunities for Women (CCLOW)
Authors: Canadian Federation of Students
Listed in this article are the Rights of the Woman Student as proclaimed by the Canadian Federation of Students.
Added: 2004-03-26
98. Defining Essential Digital Skills in the Canadian Workplace: Final Report (2011)
Authors: Chris Chinien, France Boutin
The goal of this study, carried out on behalf of Human Resources and Skills Development Canada (HRSDC), was to re-examine the existing concept of computer use as one of the nine Essential Skills and to make adjustments to more fully reflect the changing skills needs of Canada’s knowledge-based economy.
The study included a literature review; consultations with employers; the proposal of a framework for defining the essential digital skills for work in Canada; the identification of existing tools for assessing those skills; and the development of a new complexity-rating scale for digital skills.
The authors conclude that digital skills are essential survival skills for the 21st century. They note that digital skill is not merely about operating digital systems and tools, but involves more complex cognitive skills for processing different types of information effectively. As a result, policy targeted to access and equity in digital technology cannot be limited to physical access, but must also focus on intellectual access.
The authors recommend using the digital skills framework developed for this study as the basis for further research.
They also recommend updating HRSDC’s Essential Skills occupational profiles to replace “computer use” with “digital skills” and including a new complexity scale reflecting this broader concept; conducting further research to investigate the interconnectedness of the four skill cluster included in framework; and ensuring that the definitions of digital literacy remain fluid to allow for adaptations to reflect changes in technology.
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Added: 2011-07-14
99. Demographic Profile of the Transportation Sector (2003)
Authors: Clarence Lochhead, Canadian Labour and Business Centre
The highlights of this 2003 report include:
. The “ageing” of Canada’s total workforce continues, as seen in the rising percentage of older workers. The median age of retirement, however, appears to have stabilized in recent years. Since 1997, it has remained at roughly 61, but nonetheless well below what it was a decade ago.
. The percentage of older workers in the Transportation Sector continues to be well above the average for all industry sectors.
. Over the past five years, total employment in the sector increased by about 55,000 workers. However, this employment growth is not evident among all age groups. The number of workers aged less than 45 decreased by 26,000 while workers aged 45 and over increased by 81,000 during this period.
The report concludes that effective recruitment and retention strategies are a critical component in meeting the Transportation Sector’s current and future human resource requirements
Added: 2007-06-29
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100. The Determinants of Literacy and Numeracy, and the Effect of Literacy and Numeracy on Labour Market Outcomes (1998)
Authors: Michael F. Charette, Ronald Meng
The authors of this study examine the determinants of literacy and numeracy among native-born Canadians. The role of literacy and numeracy as determinants of labour market outcomes is assessed. The effects of years of schooling are also assessed. Significant differences in the male and female estimates are noted.
Added: 1998-01-01
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