Browse by subject starting with "C"
91. The First Step (2004)
Authors: Richard Carrière, Literacy Network Northeast
This guide helps assess your students proficiency in the following literacy skills. It also includes answer sheets for literacy practitioners.
It includes:
- An Initial Interview Guide
- Literacy Skills Testing (LBS 1-3)
- Literacy Skills Testing (LBS 4-5)
- Numeracy Skills Testing (LBS 1-3)
- Numeracy Skills Testing (LBS 4-5)
- Oral Assessment 1
- Oral Assessment 2
Added: 2007-08-10
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92. For My Child (2005)
A Study of the Impact of French-Language Family Literacy Programs on Francophone Families in Linguistic Minority Settings in Ontario
Authors: Sophie LeTouzé
This report summarizes the results of our analysis of the impact of the French-language family literacy programs delivered at the seven literacy centres that are partnering in this study. This report is divided into four parts:
Part 1 provides an overview of the communities served by these centres, the family literacy programs that they provided, and the families who participated in them.
Part 2 analyzes the data gathered on literacy habits and use of French among the parents and children involved in these programs, both before and after participating in them.
Part 3 reviews the evaluations made of these programs by the parents, the literacy trainers, and the literacy centre directors concerned.
Part 4 presents our findings from this research and offers some recommendations on improving the programs to be delivered to the subsequent cohorts of families in this study.
Lastly, Part 4 presents our findings from this research and offers some recommendations on improving the programs to be delivered to the subsequent cohorts of families by these centres, the family literacy programs that they provided, and the families who participated in them.
Added: 2007-05-31
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93. For My Child - Phase 3: Cohorts 4 and 5 (2007)
A Study of the Impact of French-Language Family Literacy Programs on Francophone Families in Linguistic Minority Settings in Ontario
Series: For My Child
Authors: Sophie LeTouzé
To better equip Francophone parents to act as their children’s first teachers and to support them in this role, a number of French-language literacy centres have provided family literacy programs in several Francophone communities in Ontario. This document presents the results of a research study that evaluates the impact of family literacy programs on Francophone parents and children in Ontario. In this study, the researchers assessed the changes observed in literacy habits and in use of French among parents and children who have been involved in a French-language literacy program. They also analyzed the various models adopted by these programs, identified the challenges that they must meet and the factors for their success, and documented their best practices.
This study was conducted over a five-year period, during which researchers assessed five cohorts of Francophone families who participated in the family literacy programs offered at French-language literacy centres. Each cohort participated in a program composed of 8 to 10 workshops. This report deals with the last two cohorts of families who participated in these workshops.
Added: 2008-06-26
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94. Formal, non-formal and informal learning: The case of literacy, essential skills and language learning in Canada (2010)
Authors: Sarah Elaine Eaton
The author explores the differences and the links between formal, non-formal and informal learning. Formal learning is intentional, organized and structured and is often arranged by an institution. Non-formal learning may or may not be intentional and arranged by an institution but it is at least loosely organized. Informal learning is never organized and is thought of as spontaneous and related to experience.
The author looks at these three types of learning in the context of literacy, Essential Skills and the acquisition of second language. She provides examples of how each of the three types of learning could occur in each of these three contexts.
The author concludes that there is value in all kinds of learning; learning is a lifelong endeavour and an interdisciplinary approach to learning is valuable.
The report includes appendices listing provincial and national literacy organizations and heritage and international language associations in Canada.
Added: 2010-02-17
95. Fostering Employer Investment in Workplace Learning (2009)
Report on a Series of Regional Roundtables
Series: Employer Investment in Workplace Learning
Authors: Ron Saunders
The Work and Learning Knowledge Centre (WLKC) of the Canadian Council on Learning (CCL) partnered with Canadian Policy Research Networks (CPRN) to convene a series of roundtables — in Toronto, Halifax, Yellowknife and Edmonton — on employer investment in workplace learning, involving senior government officials and senior representatives from business, labour, colleges/universities, Aboriginal organizations and NGOs from a particular province, territory or
region.
The goal of the roundtables was to identify practical steps to ensure that the quantity and quality of workplace learning in Canada matches the needs of the economy and maximizes the potential of Canadian workers. About 120 people participated in the four roundtables. This report provides highlights of these discussions, noting common themes as well as regional differences in the issues and in the proposals for action.
Separate reports offering more details about the discussion at each of the roundtables are available by going to http://www.ccl-cca.ca/CCL/Reports/OtherReports/20080403RoundtableRptEmployerInvestmentinWorkplaceLearning.html.
Added: 2009-07-03
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96. From Concrete to Abstract: The Benefits of Using a Guided Reflective Writing Technique with Adult Literacy Students (2006)
Series: Research in Practice Projects
Authors: Leonne Beebe
This document describes the Guided Reflective Writing Technique (GRWT), an intervention writing activity which the author designed, developed, and taught. She used this activity at the end of every class session with her students. The author then analyzed the students’ GRWT data and her own reflection notes to answer her research question: “How effective is the Guided Reflective Writing Technique as an intervention tool generating successful student learning experiences and successful student writing with personal content for ABE students and for their teacher?”
This document includes:
- Introduction
- Literature Review
- Methods
- The Guided Reflective Writing Technique (GRWT) as an Effective Educational Tool in the ABE Classroom
- Conclusions and Recommendations
- References and appendices
Funders:
Added: 2007-12-13
97. Frontier College - Annual Report 2009 (2009)
Celebrating the past - Creating the future
Series: Frontier College - Annual Report
Authors: Frontier College
In 2009, Frontier College marked its 110th birthday. This report includes a historic perspective on the organization’s changing roles, from the labourer-teachers in frontier camps in its early decades, through a diversification of literacy outreach activities, to the emphasis on lifelong learning and the efforts to meet new challenges in a new century.
The report includes profiles of Frontier College’s activities in communities around Canada, including an English as a Second Language (ESL) program for domestic workers in Vancouver; a Junior Chefs program for children in Saskatoon; and an after-school Reading Buddies program in Fredericton that pairs senior citizens and children.
The report includes brief updates on research and community partnerships; a statement of operations for Frontier College; and a financial statement for the Frontier College Foundation, which raises money to support Frontier College’s programs.
Added: 2009-10-20
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98. Frontier College - Annual Report 2010 (2010)
Literacy Through Innovation
Series: Frontier College - Annual Report
Authors: Frontier College
Frontier College is a national literacy organization that works in partnership with others to provide learning opportunities for Canadians of all ages.
This report highlights Frontier College’s activities in communities across Canada, including Aboriginal summer literacy camps in Alberta, computer classes for migrant farm workers in Ontario, and a literacy support program for both parents and children in Nova Scotia.
The report also includes brief research updates and financial statements for both Frontier College and the Frontier College Foundation, which raises money to support Frontier College’s programs.
Added: 2010-10-19
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99. Frontier College - Annual Report 2012 (2012)
Literacy. Learning for Life
Authors: Frontier College
Frontier College is a national literacy organization that works in partnership with community organizations to provide learning opportunities for Canadians of all ages.
This annual report provides a quick look at some of Frontier College’s recent activities in Canadian communities, including a First Nations literacy camp in Saskatchewan; an adult newcomer literacy program in New Brunswick; and a labourer-teacher project providing one-to-one tutoring in workplaces in the Yukon.
The authors offer a numerical summary of the organization’s impact, pointing out that throughout the year, Frontier College volunteers worked with more than 19,000 participants across the country; distributed more than 65,000 books; and provided professional development for more than 3,500 participants in literacy workshops.
The report also includes financial statements for both Frontier College and the Frontier College Foundation, which raises money to support the organization’s programs.
Added: 2013-02-04
100. Frontier College Annual Report 2011 (2011)
Drawing on Partnerships
Series: Frontier College - Annual Report
Authors: Frontier College
Frontier College is a national literacy organization that provides learning opportunities for Canadians of all ages through its partnerships with a variety of community groups.
The authors provide a numerical snapshot of the organization’s impact, pointing out that in 2010-2011, Frontier College volunteers worked with more than 17,000 participants across the country; distributed almost 40,000 books; and trained more than 2,500 participants through 130 literacy workshops.
The report highlights some of Frontier College’s recent activities, including a program in British Columbia that helps at-risk youth through adventure-based learning; a summer literacy camp for Aboriginal children in Manitoba; and a homework club for Francophone immigrants in Fredericton, New Brunswick.
The report also includes financial statements for both Frontier College and the Frontier College Foundation, which raises money to support the organization’s programs.
Added: 2011-11-01
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© 2012 National Adult Literacy Database
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This project is funded by the Government of Canada’s
Office of Literacy and Essential Skills.
Office of Literacy and Essential Skills.
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