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1. A 10-year, Results-Based National Literacy Action Plan (2005)
2006-2016
Authors: Movement for Canadian Literacy
This document outlines a 10-year National Literacy Action Plan (2006 to 2016) to begin addressing Canada's literacy challenges.
It builds on the federal, provincial and territorial governments' expressed recognition of the literacy challenges; on the National Literacy Action Agenda widely endorsed by the literacy community in 2002-2003, on the all-party parliamentary Standing Committee 2003 report on "Raising Adult Literacy Skills: The need for a Pan-Canadian Response"; and on Minister Bradshaw's current pan- Canadian round of consultations on literacy.
Added: 2006-02-13
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2. 2003 Summer Literacy Institute: Bridging Cultures, Strengthening Communities (2003)
Series: Final Report
Authors: Jean Rasmussen
Since the mid-1990s, Literacy BC has hosted a number of summer institutes on a variety of literacy-related topics. This report documents the process, activities and results of the 2003 institute, which focused on effective teaching strategies, training and support for literacy/adult basic education practitioners who are working with First Nations learners.
The author describes the design of the week-long institute; summarizes project activities; and provides the results of the participant evaluation surveys. Appendices offer background information on the concepts covered during the institute.
Added: 2010-11-12
3. The 2009 Composite Learning Index: Measuring Canada's Progress in Lifelong Learning (2009)
Series: Composite Learning Index
Authors: Canadian Council on Learning (CCL)
The Composite Learning Index (CLI) is an annual measure of Canada’s progress in lifelong learning. It is based on statistical indicators that reflect the many ways Canadians learn, whether in school, in the home, at work or within the community.The first index of its kind in the world, the CLI is a valuable measurement tool that recognizes how learning throughout people’s lives is critical to their individual success, the success of their community and the success
of the country as a whole.
Until the Canadian Council on Learning created the Composite Learning Index in 2006 there was no means to measure how Canada performed across the full spectrum of learning. To reflect this broad perspective, the CLI uses a wide range of learning indicators to generate numeric scores for 4,700 cities and communities across Canada. A high CLI score means that a particular city or community possesses learning conditions that support social and economic well-being.
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The 2009 CLI is made up of 17 indicators and 25 specific measures. These are organized within four pillars: Learning to Know, Learning to Do, Learning to Live Together and Learning to Be. These pillars recognize the broad scope of lifelong learning — at home, in the classroom, at work and in the community. Indicators reflect an aspect of the state of lifelong learning across Canada and can include more than one specific measure. Specific measures are the building blocks of the index. These have defined units that quantify each indicator. For example, “Youth literacy skills” is an indicator that uses four specific measures from the OECD’s Programme for International Student Assessment (PISA). The four measures are: mean problem-solving scores for 15-year-olds; mean reading scores; mean math scores; mean science scores for 15-year-olds.
The report shows a trend of the 2009 CLI scores and trends for major Canadian cities. For the first time, Canada’s overall score on the Composite Learning Index has declined, dropping two points to 75 in 2009, from 77 in 2008.
In short, the CLI is designed as an objective and reliable measurement tool that can help communities make the best possible decisions about learning - decisions that will strengthen social ties, bolster the economy and, of course, improve people’s lives
Added: 2009-09-11
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4. 2009 Literacy Cafés (2009)
Volume 2: Central Saskatchewan
Series: Literacy Cafe Report
Authors: Saskatchewan Literacy Network (SLN)
This document summarizes issues discussed during three “literacy cafés” organized by the Saskatchewan Literacy Network in that province in 2009. The cafés provide an opportunity for adult learners and literacy stakeholders to connect and exchange information.
The authors say that two messages were clearly expressed throughout the cafés: the abundant positive, learner-focused experiences that adult learners have benefited from in the region; and the strong need for a coordinated, collaborative approach to program delivery.
Added: 2011-07-08
5. 2010 Literacy Cafés (2010)
Volume 3: Prince Albert and North
Series: Literacy Cafe Report
Authors: Saskatchewan Literacy Network (SLN)
In May 2010, the Saskatchewan Literacy Network held discussions in Prince Albert and La Ronge. As in previous years, the goals of these “literacy cafés” were to provide a networking opportunity for literacy stakeholders and to ask for information to guide the network’s efforts.
Among the themes to emerge from the discussions were the need to provide programs that are culturally relevant to Aboriginal people; a strong desire to continue building creative partnerships to foster literacy; and an ongoing need for coordination among literacy programs.
Added: 2011-07-08
6. ABC's of Investing in Adult Literacy Education (2005)
Authors: Thomas G. Sticht
This document offers 26 reasons, one for each letter of the alphabet, for investing in adult literacy education.
Many of the reasons focus on the benefits to the overall economy from investments in education. The author points out that a dollar spent for adult literacy education produces many more dollars in returns on investment through improved productivity.
Other sections focus on globalization, health literacy, and the intergenerational transfer of an interest in learning from parents to children. The document concludes with a discussion of the zest and zeal for life that adult education can foster.
The author is a California-based international consultant in adult education and many of his arguments touch on matters specifically related to the United States. However, the document is general enough to offer a starting point for discussing adult literacy in any country.
Added: 2005-05-31
7. ABE Florida - 2005 (2005)
Resource Guide
Authors: ABE Florida
This document would be of interest to those involved in the adult basic education field. The materials included in this resource guide have been designed to enhance adult basic education programs and contribute to program accountability. The guide contains nine chapters with the following headings:
- Teaching the adult learner
- Strategies for cooperative learning
- Strategies for developing multiple intelligences
- Classroom management
- Learning disabilities
- Gaining recognition for your adult and community education program
- Retention strategies
- Test of adult basic education
- Sunshine state standards
Added: 2008-04-23
8. 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
9. Aboriginal Adult Literacy: Nourishing Their Learning Spirits (2008)
Literature Review
Series: Nourishing the Learning Spirit
Authors: Ningwakwe George, Aboriginal Education Research Centre, First Nations and Adult Higher Education Consortium
This is a literature review on Aboriginal literacy from the perspective of an Aboriginal literacy worker and professional. It draws on about 80 sources, including documents written by literacy and education practitioners, both Aboriginal and non-Aboriginal, working with Aboriginal people, as well as scholarly literature written by health, science and adult education professionals on topics related to the holistic and healing approaches to education, literacy and life.
This paper is designed to provide information and possibly direction for the Aboriginal literacy field and its stakeholders as to the best ways of comprehending and nourishing the learning spirit.
Part I outlines the Aboriginal worldview as it relates to literacy and education. Part II examines the implications of these principles for literacy education. Part III gives concrete examples of Aboriginal literacy programming as it exists today and Part IV summarizes the key ideas of this document.
Added: 2010-02-24
10. Aboriginal and rural under-representation in Canada’s medical schools (2008)
Lessons in Learning – April 17, 2008
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Aboriginal people represent 4.5 percent of the Canadian population, but less than one percent of first-year medical students in Canada surveyed for a 2001 study were Aboriginal people. The same study showed that while almost a quarter of Canadians live in rural areas, only about 11 percent of medical students were from such communities.
Given the low numbers of rural and Aboriginal students in medical schools, it is not surprising that rural and Aboriginal communities face critical shortages of medical personnel, the authors of this paper point out. Although roughly 20 percent of Canadians live in rural areas, only 10 percent of Canadian physicians practise in such areas.
Increasing the number of doctors who come from under-represented populations can help improve health among such groups, as research shows that when underserved populations are treated by a physician from a similar background, they are more likely to seek care and comply with physician directives, and are more responsive to health promotion and prevention advice.
The authors discuss efforts to address the issue of under-representation, including trying to inspire children to consider a career in health care while they are in elementary school; modifying admission criteria for rural and Aboriginal students; setting aside seats in medical schools specifically for targeted minorities; altering the nature of admissions committees to include representatives from under-represented minorities; and changing the structure of government aid for needy students.
Added: 2012-08-10
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© 2012 National Adult Literacy Database
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