Pre-School to Adult
Authors: NWT Literacy Council
Over the years, many people have asked us to put together a package of information on Aboriginal literature that is suitable for different age groups. That task, however, is not particularly easy. An extensive array of material is available nowadays, but should it all be included in such a list?
Considerable debate surrounds what is sometimes called “appropriation of voice” – when a person, no matter how sympathetic, depicts someone from another culture. We can only say that we have tried our best to be selective, and appreciate any feedback that people might have about our list.
Lessons in Learning – April 15, 2009
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Poor mental health in Canadian schoolchildren poses a significant risk to their academic development and puts them at greater risk of suicide, substance abuse, and dropping out.
The authors of this paper note that schools can lead the way in implementing public health strategies designed to prevent and detect mental health disorders among young people. Two types of school-based mental health strategies show promise: mental health awareness and education programs, and mental health screening programs.
They point to programs like one tested in junior and senior high schools in Alberta, where students participated in workshops designed to increase their knowledge and understanding of mental health issues.
In the United States, a mental health screening program called TeenScreen has been implemented in 42 states. Participation is voluntary and students complete a questionnaire that screens for depression, anxiety, and substance abuse. Participants whose results indicate they are at risk are given on-site counselling and their parents are offered assistance in accessing mental health services.
Authors: Thomas G. Sticht
In the context of International Literacy Day, this article discusses the positive effects of education on mothers, which in turn affects the cognitive development and educational attainment of their children. The author makes specific reference to an organization in Washington DC called Wider Opportunities for Women (WOW), which conducts related research and provides training to women.
This report offers an overview of recent research findings on the impact of poverty on young children. It was prepared as a resource for the first roundtable discussion, held in June 2012, on developing a Northwest Territories anti-poverty strategy,
The report is divided into sections dealing with brain development in the early years; the impact of stress on the developing brain; the importance of relationships; the impact of chronic parental stress; the impact of poverty; and the importance of building a strong foundation.
As well, the report includes a section on the example offered by the province of Quebec, where subsidized early childhood programs have become universally available. That initiative has enabled more women to participate in the workforce, decreased rates of poverty, and led to better academic performance for children.
Authors: Yvon Laberge
This presentation offers both an overview of family literacy in the Canadian context and a detailed look at some specific programs aimed at parents and their young children.
The author begins with a discussion of some of the factors that shape Canada, including its huge landmass and two-tier system of government. Canada’s 10 provinces and three territories mean that there are 13 different approaches to literacy delivery, with little or no transferability between programs from one province or territory to another.
As well, unlike most industrialized countries, Canada does not have a national literacy strategy.
The presentation includes two case studies of family literacy research in Canada. One focuses on the impact of French-language family literacy programs on Francophone families in linguistic minority settings in Ontario, while the other is part of a longitudinal study of children and parents in a literacy-intervention program in Alberta.
Authors: Centre for Family Literacy
This purpose of document, compiled by the Edmonton-based Centre for Family Literacy, is to provide as comprehensive a listing as possible of family literacy programs operating in communities across Alberta. It includes information on the programs funded through Alberta Advanced Education and Technology’s Parent-Child Literacy Strategy, as well as programs funded through other sources.
The body of the document lists all programs in alphabetical order by program name. The table of contents at the beginning of the document lists all the communities where any family literacy programs are available. For example, someone looking up Red Deer in the table of contents would find that the programs available in that community are described on pages 18, 39, 47, 71 and 72 of the document.
The authors have included an appendix explaining how to add a program listing or update information on an existing program.
The objective of the feasibility study on literacy and mental health was to enable literacy and mental health agencies to develop strategies to help adults who have serious mental illness, as well as literacy needs, to integrate more successfully into the community as learners, citizens, parents, workers and volunteers.
There were two parts to the study; a literature review and focus groups or interviews with clients with mental illness, mental health workers and literacy workers.
Lessons in Learning - November 1, 2007
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
While growing numbers of Canadian women are successfully pursuing postsecondary studies, there is still a large gender gap in science-related occupations and a gender-based wage gap.
Research suggests that there is no gender difference between girls and boys when in comes to ability and aptitude for science, the authors note. These findings suggest that cultural or environmental factors, rather than biological ones, affect girls’ interests and career choices.
Parents may inadvertently influence girls’ lack of interest in science by responding differently to sons and daughters. They may be more likely to explain scientific concepts to sons than to daughters, or may be more inclined to buy science materials like chemistry sets or microscopes for boys rather than girls.
The authors offer a number of suggestions for parents, including encouraging daughters to take science courses in high school; providing opportunities for girls to meet women scientists; and watching science-related television programs with their children.
They also describe a number of programs designed to encourage interest in the sciences. Some are open to both girls and boys, while others are specifically for girls.
A Case Study of A Family Literacy Program in Waterloo Region
Series: Get Set Learn
Authors: Lorri Sauvé
Children whose parents have low literacy skills are at a higher risk to grow up to have low literacy skills themselves. This case study details a successful family literacy program in the Waterloo Region of Ontario called Get Set Learn! This program targeted parents on Ontario Works (a welfare program) with pre-school aged children in hopes of breaking the cycle of being disadvantaged because of parental low literacy levels. The case study provides background information on learning theories and how Get Set Learn! incorporates the various learning theories into its curriculum and presentation methods.
This paper includes an abstract and the following four parts:
Part 1 - Background
Part 2 - Program development
Part 3 - Program impacts 2003-2005
Part 4 - Conclusions
A Critical Discourse Analysis of Literacy Advice to Mothers in the Twentieth Century
Authors: Suzanne Smythe
Suzanne Smythe's theseis explores literacy advice to parents as a gendered practice of power rather than an institutional truth.
Quote from Conclusion: "This study is not concerned with the development of the “mother as teacher of literacy” as a teleological process, unfolding over time, but in the interplay of knowledge, relations of power, and social contexts that shape literacy advice discourses and the strategies and effects associated with them."