To understand and describe the state of a field, researchers traditionally carry out a literature review. This approach is widely accepted as a way to summarize what is known in the field. With Connecting the Dots: Improving Accountability in the Adult Literacy Field in Canada the authors knew they needed to do that. But more was needed. While a literature review was critical to understanding the conceptual underpinnings of recent initiatives for greater accountability, it was important to know the impact of these measures on the field. To do this, it was necessary to talk to people who work in the adult literacy
field to hear their perspectives and learn about their experiences. The field review presented here offers those voices to complement the literature review.
The report is organized into four sections: how participants defined accountability and the different emphases they place on the concept; a picture based on interviewees’ descriptions of how accountability information is collected,
by whom and the gaps and challenges encountered; the issues associated with the implementation of accountability measures, the need for respectful, knowledgeable relationships and clarity in communication and expectations; and finally the topic of resources and funding related to accountability structures.
1995 - 96 Report
Authors: Murray J. MacKinnon
Provides data about ABE students in British Columbia and the educational, social, and economic effects of ABE programs as reported by them. Includes statistical data about who the students are, why they enroll, what outcomes they expect, whether their goals are met, and the barriers they experienced. Third in a series of three reports.
An annotated bibliography
Authors: Centre for Literacy of Quebec
This bibliography was compiled for The Centre for Literacy's 2005 Summer Institute: Adult Basic Education & Literacy, Media and Technology.
The references and annotations point to relevant research, project, strategy and evaluation reports that describe and analyze the current and future influences of changing technologies on definitions of literacy, lifelong learning policy, and program-level practice in Canada and internationally.
This list is far from exhaustive, but represents a core set of readings on the topic and offers a solid starting point for more in-depth research.
Second in a series of three reports, this study looks at students who attended for 0-6 months and compares them with those who attended for 7-13+ months. It also reviews Point of Entry profile factors that might have affected completion rates.
Celebrating 40 Years of the Adult Education and Literacy System of the United States
Authors: Thomas G. Sticht
The author discusses 40 years of Adult Education in the United States. This year, they celebrate 40 years of Adult Literacy and Literacy System that was created by the Adult Education Act of 1966, and which continues today as Title 2: The Adult Education and Family Literacy Act of the Workforce Investment Act of 1998.
How the Adult Education Act emerged from the adult basic education program of the War on Poverty illustrates how multiple interests were brought together to break through a barrier that had blocked the development of an Adult Education and Literacy System for decades.
Prepared by Jean Rasmussen of Literacy BC, this Framework is intended as a guide to promote good practice and provide support and information to the many individuals and groups involved in family literacy
This document was prepared in 1999 by a team of family literacy stakeholders led by Literacy BC and the Provincial Family Literacy Working Group – Training and Standards Sub-Committee. The framework is intended to promote good practice and provide support and information to the wide range of individuals and groups involved with family literacy throughout British Columbia. The document includes a definition of family literacy and statements of the goals and values of family literacy in B.C. The Statements of Best Practice section presents a list of 16 factors that contribute to best practice in family literacy, from philosophy and planning to resources and language diversity. The Standards of Best Practice section reworks those 16 factors into a checklist to provide an evaluation tool for program planning and development.
This document is a reproduction of the course manual that accompanied an electronic workshop offered in 2000 by Community Literacy Ontario and Ontario Ministry of Agriculture, Food and Rural Affairs. The workshop was designed for anyone working with literacy volunteers. The manual contains six modules covering these topics: the changing volunteer environment, the new volunteer, getting the right volunteers, finding, retraining and acknowledging volunteers. The modules are accompanied by activities, discussion questions and additional resources. The manual is supplemented with definitions and a list of websites about volunteer management.
For more information on this workshop, please contact:
Community Literacy of Ontario (CLO),
80 Bradford Street, Suite 508,
Barrie ON L4N 6S7
Tel. (705) 733-2312
Fax (705) 733-6197
E-mail : email@example.com
WWW : http://www.nald.ca/clo.htm
For Adult Literacy Service Providers
Authors: Robyn Cook-Ritchie
The purpose of this manual is to provide readers with a set of general policy and procedure templates that should be considered, adapted and modified as required for use in a Literacy and Basic Skills (LBS) program. A template is meant to be a guide or a pattern that can be used to "shape" your work. These policy templates can be used as the starting point for drafting policy in your agency.
Each policy/procedure template includes four segments with the following headings: Policy Statement; Why? (reasons for the policy); Procedures; Key core quality standards and features. Sample policies cover such topics as: personnel, volunteer management, financial management, safety, marketing and community outreach, and more.
This document identifies communication priorities of the National Indigenous Literacy Association (NILA). The optimum goal is to create a service delivery system that meets Literacy and Essential Skills, related to the needs of Aboriginal people. This report offers strategic approaches that could be used to produce, communicate, and distribute information designed to build awareness and understanding of Aboriginal literacy issues. It also states ideas and strategies to help advance the objectives and vision of the organization.
Authors: Doris E. Gillis
This article describes how a university/community partnership produced a research project that identified what needed to be done to address health literacy needs among a largely rural population in northeastern Nova Scotia.
Faculty from the departments of human nutrition, adult education and nursing at St. Francis Xavier University joined forces with five community-based literacy and health organizations in three counties to explore factors that influence the ways adults with limited literacy skills access and act upon health information and services. As well, the project sought to identify strategies for change that build upon existing capacities for achieving health.
The article follows the project from initial consultations to the establishment of a project advisory panel; the collection of data from participants; analysis of data; preparation of a discussion paper; roundtable discussions; and the establishment of priorities for action.
The article also discusses follow-up actions taken and the lessons learned from the project.