National Adult Literacy Database

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

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Series: Canadian Congress for Learning Opportunities for Women (CCLOW)

Authors: Catherine Bates, Linda Shohet

The works presented in this collection were gathered in 1991-1992 during a project at The Centre for Literacy, Montreal, Quebec. Included are the authors' speculations about the teaching implications of explicitly linking art and language in the classroom.
Stunning drawings and moving texts on social and personal issues that
touch us all - war, race, love, AIDS, pollution - produced by college
students. Calls into question popular misconceptions about how and
why ordinary people write and draw.

Of special interest to teachers and tutors, counsellors, social
workers, therapists - ideas for classroom practice - useful as
catalysts for discussion and response, but also a gift for anyone who
shares human concerns.

To order a copy send a cheque for $10.00 plus $3.00 shipping and
handling plus applicable sales tax(es) in Canada. Make cheque payable
to the following.

ORDERING_INFORMATION:

The Centre for Literacy
Mail to:
3040 Sherbrooke Street West
Montreal, Quebec H3Z 1A4

RECEIVED: 02-nov-1993
LOCATION: NALD
SUBJECT: other
FORMAT: book

Added: 2003-10-07

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Women's Education des femmes, Spring 1988 - Vol. 6, No. 2

Series: Canadian Congress for Learning Opportunities for Women (CCLOW)

Authors: Gael McCool

This article features an interview with three women, Marion Barling, Sharon Costello, and Sue Donaldson. The interview, conducted in 1988, concerns Women In Focus, then one of three non-profit feminist arts centers in Canada devoted to women's cultural production in the film, video, and visual arts disciplines.

Added: 2004-09-08

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Women's Education des femmes, Spring 1988 - Vol. 6, No. 2

Series: Canadian Congress for Learning Opportunities for Women (CCLOW)

Authors: Persimmon Blackbridge, Michelle Christianson, Lyn Macdonald

Persimmon Blackbridge, a BC sculptor, collaborated with Michelle Christianson and Lyn MacDonald on Doing Time, a work of sculpture and words depicting the external and internal experiences of women in prison. This article, also a collaboration, attempts to include some of those experiences as well as discuss the nature of the art that depicts them.

Added: 2004-07-30

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Authors: Christine MacLean

This document describes a literacy project conducted in the Simcoe County region of Ontario that utilized photography as way to engage students. The target group for this project was youth ages 16 to 24 years who had left the school system. Many of these youth had not acquired the literacy skills necessary to obtain employment, enter skilled trades programs, apprenticeships or return to school to obtain their Ontario Secondary School Diploma. As this project illustrates, arts-based projects are ideal as outreach tools for at-risk youth, to bring them back to learning and to provide opportunities for referral to existing literacy and social support programs.

In addition to discussing their own project, the authors have included in this document information on how to set up and run a literacy and photography project. This document can therefore be considered a guide to a photography-based literacy program. It contains the following sections:

1. Overview and Table of Contents
2. Research Summaries - helps readers understand why photography and literacy is a successful combination for youth-at-risk.
3. Before You Start- includes a synopsis of the project, common terms and definitions, and a technical requirements list.
4. Schedule and Learning Materials - a program schedule and all the learning materials and activity sheets you will need to run a Literacy and Photography Project
5. Resources and Appendices

Added: 2008-07-11

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