362DOCUMENT RESUME CE 076 411 Literacy across the Curriculum--Media Focus (LAC/MF). Connecting Literacy, Media, and Technology in the Schools, Community, and Workplace, 1998. Centre

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Literacy across the Curriculum--Media Focus (LAC/MF).Connecting Literacy, Media, and Technology in the Schools,Community, and Workplace, 1998.Centre for Literacy, Montreal (Quebec).ISSN-1192-32881998-00-00114p.; Number 4 revises the title to: "Literacy across theCurriculumedia Focus." For volume 9, 1993-1994, see ED 378362Centre for Literacy, 3040 Sherbrooke Street W., Montreal,Quebec, Canada H3Z 1A4 ($18 Canadian).Collected Works Serials (022)Literacy across the Curriculum-Media Focus; v13 n1-4 1998MF01/PC05 Plus Postage.Adult Basic Education; *Adult Literacy; *EducationalPhilosophy; Educational Practices; Educational Resources;*Educational Technology; Foreign Countries; *LiteracyEducation; Teaching MethodsCanada; International Adult Literacy Survey; *LiteracyAcross the Curriculum; *Media Literacy

This document consists of the four issues of a newsletterpublished during 1998. Typical articles explore topics in literacy education,media, and technology: "Not a Myth but a New Reality: What IALS[International Adult Literacy Survey)-like Tests Measure" (John Comings);"Who Will Train the Teachers?" (Winston Emery); "Drawing More Links toLiteracy"; "How One Teacher Links Drawing and Writing" (Isa Helfield); "TheJanus Project"; "Faith, Hope and Data: Are They Compatible?"; (Linda Shohet);"Remembering Paulo Freire"; "Faith, Hope and Charity: What Adult Education'Means'" (Allan Quigley); "Media Literacy, Information Technology" (ChrisAbbott); "Adult Literacy and Technology" (Donald Strong); "Adult CompetencyAssessment: What Is Being Measured?"; "Getting Past Either/Or" (LindaShohet); "Behaviour and Beliefs of Volunteer Literacy Tutors" (CatherineHambly); "Adult Basic Education in the Workplace"; "Where Does Adult BasicEducation Fit in the New 'Systems' Approach to Workforce Development?" (PaulJurmo); "'Power Point' to the People: Technology in a Basic Skills Program"(Cherrye Witte); "Literacy in the Next Milennium" (David Crystal); "By theLight of Local Knowledge" and "Literacy for Which Millennium" (Linda Shohet);"Measures of Literacy: IALS at Home and Abroad"; "Canadian Print MediaCoverage on Adult Literacy, 1982-1996"; "Adult Literacy and Technology:Testing Claims"; "Community Learning Networks"; "Community Video: A Route toDemocratic Literacy" (Fred Campbell); "Technology for Learning: ContentPrecedes Technique" (Dirk Schouten, Rob Watling); and "A Tutoring ServiceChecklist" (Edward Gordon) . Each issue contains recommended readings, bookreviews, information summaries, letters to the editbr, educational resources,and information about literacy conferences. (KC)

Literacy across the CurriculumVolume 13

1998

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VOLUME 13 NUMBER 1A

Connecting literacy, media and technology in the schools, community and workplace

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Babel Tower, a richly texturednovel by British writer A.S.Byatt is organized around theBabel myth. It opens withseveral epigraphs including onefrom Nietzsche "I fear that weare not getting rid of Godbecause we still believe ingrammar."

Those of us working in literacyas researchers or teachers arereluctant to address the extentto which religiously derivedbeliefs and values continue toinfuse our theories andpractices in language andliteracy. The story of Babel, ata deep level, still colours manyexplanations of languagediversity and of the difficultiesof communication betweencultures and classes. In somecases, it continues to affectacademic research and schoollanguage policies. Byatt weavesher novel around some of thesethreads.

Regardless of their origin, thoseof us in literacy hold strongly tothe belief systems that underlieour work and argue passion-ately for our positions.

Diverse positionsLAC Volume 13, No.1 offers anumber of examples of ongoingacademic arguments aboutliteracy and of diverse practicalapplications in school andcommunity. Harvey Graff andBrian Street take issue withStan Jones's response to theirseparate articles on IALS(Volume 12, Nos. 2,3,and 4),

and Stan Jones responds.John Comings has somefurther thoughts on all threecommentaries, extending thediscussion into the newlyresearched area of health andliteracy.

In the classroom describes alocal student publication ofpoetry and drawing that waslaunched in print and on theInternet and covered by atelevision crew.

Reviews and Resources looksat some traditional materialsfor family literacy and atsample school materials formedia education. An overviewof the Janus Project on Womenand New Learning Technologiesraises concerns that haveimplications for literacyteaching in the future. Finally,our program of workshops and

CONTINUED ON PAGE 2

3 To ponder4 IALS: Letters -

Graff, Street and Jones7 IALS: Further thoughts-

John Comings8 Who will train the teachers?

Winston Emery14 In the classroom:

Drawing more links16 The Janus Project19 Reviews:

Book BridgesPut it in Print

22 Resources: Media education23 Conferences24 Announcements

The Centre for Literacy Montreal, Quebec

2

c, Connecting nectar!. modla snit Utchnology Ith. wheals, community and troticdoot ,

The Centre for Literacy3040 Sherbrooke Street West,

Montreal, Quebec, Canada,H3Z 1A4

Editor Linda ShohetMedia Editor: Judy Brandeis

Layout & design: Ponctuation GRAFIX

Depot legal 1991

ISSN 1192-3288Bibliotheque Nationale du Québec

The Centre for Literacy/Le centre d'alphabétisationis a resource centre and teacher-training projectdesigned to provide training, research, andinformation services which promote and link theadvancement of literacy in the schools, theworkplace and the community. The Centregratefully acknowledges the support of theNational Literacy Secretariat, Human ResourcesDevelopment Canada, and Dawson College.

Literacy for the 21st centuryLiteracy encompasses a complex set of abilitiesto understand and use the dominant symbolsystems of a culture for personal andcommunity development. In a technologicalsociety, the concept of literacy is expanding toinclude the media and electronic text, inaddition to alphabetic and number systems.These abilities vary in different social andcultural contexts according to need and demand.Individuals must be given life-long learningopportunities to move along a continuum thatincludes the reading and writing, criticalunderstanding, and decision-making abilitiesthey need in their community.

The opinions expressed in articles, otherthan those signed by the editor(s), arethose of the author(s) and do notnecessarily reflect the philosophy or policyof The Centre for Literacy.

seminars for 1997-98 openswith an International LiteracyDay public discussion lead byDennis Baron and called "TheSubject is Grammar," whichcould bring us full circle backto Babel.

The debates go on.

A new look of integrationAs LAC begins its thirteenthyear of publication, we aremaking some changes thatreflect our own positions aboutliteracy.

The most overt change is thetitle which will now be LiteracyAcross the Curriculum/ MediaFocus. It integrates what havepreviously been two strands ofour work the exploration oftraditional literacies of home,school and workplace, and thefocus on an expanded notion ofliteracy informed by theinfluence of media and newtechnologies.

When we began to comment onmedia literacy in 1990, we sawour audience as being differentfrom the audience for LiteracyAcross the Curriculum who weregenerally teachers, researchersand policy makers with aprimary commitment to print.So we designed Media Focus asa supplement insert. Althoughwe always saw a strong linkbetween the two, we knew thatmany readers read only one orthe other of LAC and MediaFocus.

We think that has changed.Although many people still findthe links among print, mediaand technological literaciescontentious, there is anincreasing audience whoshares our larger notion ofliteracy as outlined in our

LACworking definitionthat is,as a complex set of abilitiesto understand and use thedominant symbol systems ofa culture for personal andcommunity development.In a technological society,the concept of literacy isexpanding to include themedia and electronic text,in addition to alphabeticand number systems.

Our new title reflects ourintention to address theseissues holistically. For thosewho may still want to read onlymedia articles, we have put thetag MF at the top of the pageon every article that isprimarily about media.

The Centre is a unique setting.It is the only place we knowwhere teachers from all levels,tutors, parents, communityworkers, health care providers,researchers, policy makers andmembers of the mediaconstantly find themselvessitting at the same tablestalking, exploring, and arguing.

Our resource centre andprogram of workshops,seminars and special eventsare the physical meetinggrounds. Our website hasenabled us to move intocyberspace. We hope that,in another medium, thisnewsletter offers some of thesame opportunities tochallenge fixed ideas and createnew patterns of understandingliteracy in all its complexity.

We welcome your comments.[LS)

Literacy Across the Curriculum Media Focus Vol. 13 No. 1 1997 The Centre for Literacy

LAC TO PONDER Recommended readings 3

1On calling ateacher ateacherThe American poet

Kenneth Koch...(dliscussing thepoetry workshops heconducted for elders in nursinghome settings,... offers thefollowing observations. Hisgood advice is worth quoting atlength.

It seems obvious that manymore people like those Itaught, as well as those less illthan they, are capable ofwriting good poems and likingit. Their ability to do so isin most cases restricted bytheir not knowing about poetryor by their knowing about it inthe wrong way, thinking of itas something obligatorilyrhyming and abstract andgrandiose and far fromanything that they could dowell. A teacher, of course, canshow them what poetry isand show them how close to itthey already are. (Koch1977)

"A teacher, of course, can showthem..." Notice that Koch saysteacher and not "facilitator" or"fellow writer" or "member of awriting community," orwhatever other term happensto be popular. I, of course,write with the elders and sharemy pieces along with theothers. But I am more thansimply another writer or amodel. I have spent most ofmy professional career engagedin the exploration of readingand writing, and I have writtenmuch more than the othermembers of the group. Thus,when it comes to writing, theelders expect me to act as ateacher, as one who knowsmore about the process and towhom they can turn for adviceand direction.

I am stressing this because Ithink it is an important point.Sometimes when I am readingthe professional literaturedealing with literacy educationfor adults and for those ingrades K-12, I get theimpression that "teaching" is aword with negativeconnotations. Instead, theauthors of these books andarticles highlight such termsas "coaching," "becomingpartners in learning," "engagingoneself and one's students ininquiry," "empowering adults,""committing class suicide inorder to help liberate adults,"and so forth. I agree with mostof the concepts behind theseterms, but teachers teach. This

gont=ttrattraZZ::::::Z.TvoZWZAM,

2On electronicmedia andreadingUp to now the debate

over the Internet within thehumanities has been conductedin terms of the printed book. InThe Gutenberg Elegies, SvenBirkerts asks "What is theplace of reading...in ourculture?" (15) and he answersthat it is increasingly shrinking,with the attendant effects of theloss of deep thinking, theerosion of language, and theflattening of historicalperspective. Birkerts calls onus to resist the tide ofelectronic media; his last wordsin the book are "refuse it." It'sdisappointing for someone asthoughtful as Birkerts to allowhis book to derail by collapsingall electronic media into asingle form and then offeringan either/or vision of thefuture. Anyone who has usedemail knows that it bears littlesimilarity to television beyondlight appearing on a screen,and we haven't thrown away

is especially important for thoseworking with elders who havedefinite notions of what it is ateacher should do and "maywant structured, lecture-formatlearning experiences" (Scales,1996, p.225).

Francis E. Kazemek, "They haveyarns: Writing with the activeelderly," Journal of Adolescent &Adult Literacy 40:7 (April 1997)pp. 519 - 520.

pencils, legal pads, or the goodbooks that Birkerts loves tocurl up with.

The more misleading either/orthat Birkerts posits, however, isthat reflective thinking canoccur only in acts of reading. Iwould like to let him in on alittle secret that writingteachers know: college studentsoften become more careful,critical, and appreciativereaders after a semester in awriting course. I'm learningthat little secret again. Thissemester for the first time I amdevoting a significant part of awriting course to graphicdesign, and I am discoveringthat after years of attempting toteach students fo analyzeimages, they learn much morequickly when they createimages of their own. Activelearners can think reflectivelyabout any human symbolicactivity whatever the medium.

Lester Faigley, "Literacy After theRevolution." College Compositionand Communication 48.1(February 1997). p.40.

The Centre for Literacy Vol. 13 No. 1 1997 Literacy Across the Curriculum Media Focus

4 IALS: Letters and further thoughts LAC02:45 7.-

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LETTERS TOTHE EDITORA Response to Stan Jones'"Ending the Myth of the'Literacy Myth": A Response toCritiques of the InternationalAdult Literacy Survey" whichappeared in Literacy Across theCurriculum, 12, 4 (1997)

Stan Jones's text raises manyquestions about literacy studiestoday and about literacy and itsuses. We responded separately

not as a singular"Graff&Street"as Jones recastsus to LAC's invitation tocritically comment on the path-breaking IALS Survey. Neitherof us criticized Jonesspecifically nor did we make thekinds of accusations for whichhe attacks us when he takes"grave exception to these(alleged) charges...that the[IALS] misrepresents whatliteracy is and makes falseclaims about the relationshipbetween literacy and othercharacteristics of individualsand societies." We have seenand commented on the Survey,but Jones also refers to Readingthe Future: A Portrait of Literacyin Canada (among other items)which we have not.

Although he does not intend it,Jones's reproaches do more toreinforce our respective

4:4*

perspectives on literacy than torefute them. Regardless of hisselective reading andmisreading of our commentsand our other writings andhis selective stating andmisstating of our views, thestakes in ongoing debates aboutliteracy/ies' relations to thepolity, economy, society andculture are very high. Jones'sdefensiveness reflects thepresent moment andunderscores that, despitetypical notions of social science,reading and writing areinseparable from other humancharacteristics and fromconcrete contexts of applicationin ongoing lives. Literacy/ies arehighly charged topics and, asshown in our respective otherwritings, are also historical andideological topics and products.

Jones is a creative andinterpretive reader in his effortsto take meaning from what eachof us wrote. He "invents" a"fictitious" authorGraff&Street and a "fictitious"text, as all readers, to someextent, must. Of course, Graffand Street are two independentstudents of literacy who sharecertain fundamentalconceptions and presumptionsbut who do not agree on allmatters and who respondedindividually to the IALS Survey.We resist reduction to onesingle entity.

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In Jone's constructed context,he includes on the one handthe supposed "briefprominence" of Graff&Street'salleged "view of literacy and aview of learning and socialscience research in general...(whichl has failed to deliverinsights which are helpful..."Jones never states those views,a key failing in his efforts torefute them. Nor does heactually refute them or citeothers who do. In our reading,the "prominence" has beenlonger, the insights helpful, andthe influence major andpersisting as citations amongother forms of assessmentshow.

On the other hand, Jones's"invention" of a text to condemnis more radical. He reads notonly selectively but with a highdegree of simplification andabstraction. This is especiallythe case with respect tohistorical research, "skills andjobs," and "cognitive outcomes."In each of these areas, Jonesrecreates our arguments out ofcontext in order to dismissthem either by reference tostudies unavailable to usand/or by argumentation in theform of seemingly logicaldismissive assertions: "I have

Literacy Across the Curriculum Media Focus Vol. 13 No. 1 1997

EST COPIT AVAILABLE

The Centre for Literacy

LAC IALS: Letters and further thoughts 5never understood whyresearchers such asGraff&Street....": "I know of nological bar to...."; "It seems tome that even for the 19thcentury

Jones has little to say aboutanything that either Graff orStreet actually wrote in theirrespective commentaries in LACor in their major publications.Other than the LACcommentaries, he cites only the1979 first edition of Graff s TheLiteracy Myth, but none ofStreet's critical ethnographic orGraff s other historical criticalbooks. This failure to read thekey literature, together with adecontextualized abstractingmode of reading and writingreflect Jones's project ofresurrecting a decontextualized,uncritical conceptualization ofliteracy (ringingly confirmed inhis final sentence).

Jones draws upon a range ofrhetorical strategies in hisefforts to repudiate the "claims"of the fictive" Graff&Street." Herelies upon two principalgenres, blurring the borderbetween them: the assertion ofthe charges and accusations ofthe legal brief (withcomplications andcontradictions dismissed, andauthorities cited as if they wereformal precedents) and thecertainty of outmoded notionsof science. Neither of theserhetorical modes supportsbalanced scholarly exchange.

From a posture of objectivityand presumption of statisticalauthority, Jones nonethelessdoes ideological combatthroughout his text. The guiseof (social) scientific certainty isanachronistic in the 1990s. Forexample, when Jones statesstatistical "relationships" thatthe IALS supports, he impliesthat Graff&Street hold there to

be none. The latter is simplyuntrue; Graff and Street'sconcerns lie in the strength andthe nature of thoserelationships and their actualmeanings for lived lives. Inaddition to simplification,caricature, or distortion, Jonesincludes references to empiricaldata from unpublishedmaterials of which Graff andStreet had no knowledge and towhich they had no access. Asrhetorical strategy, Jones'smove is unscholarly. And citingeither more or better data bythemselves or making furtherassertions about them, insteadof offering critical inter-pretation, are not the issue.

In order to research thesemeanings for lives, scholarsfrom many disciplines in recentyears have developed complextheoretical and methodologicalapproaches, which we cited inour comments but Jones haschosen to ignore. We reiteratethese major issues raised bythe literature in order to shiftthe agenda beyond the narrowreductionism of the IALS and tohelp establish the basis forserious and sensitive researchinto people's everyday literacypractices:

1) The methodological issueHow exactly was the IALS datacollected? Under whatconditions? Did teams go intopeople's houses and presentthem with documents like in aschool exam? What was thediscourse and what were theinteractional relations withrespondents? This level ofqualitative "validity" issues isnot mentioned, even in Jones'sresponse to us.

2) The literacy issueWhat sources in theory andmethodology are available tohelp us describe the complexand varied literacies of people's

'How exactly wasthe IALS data

collected? Under whatconditions? Did teamsgo into people's

houses and presentthem with documentslike in a school exam?

What was thediscourse and whatwere the interactionalrelations withrespondents?This level of

qualitative "validity"

issues is notmentioned, evenin Jones's responseto us.'


6 IALS: Letters and further thoughts

everyday lives? We cited someof the large literature thataddresses this but Jones refersto none of it, apart from apassing dismissal. Intriguingly,he does cite a forthcoming IALSmonograph by Wilms in which"the connection betweenparental circumstances andchild's literacy" is seen to varyfrom province to province, butJones appears to think thissupports his universalisticmodel of literacy rather thanour situated or contextualizedone. How do we describe thedifferent kinds of literacypractices in which peopleengage? How do we takeaccount of power relations,cultural differences, localmeaning? These complexresearch questions are flattenedout in the IALS approach, andrichness and complexity arelost.

3) The value issueThe value position Jones putsforward needs criticalexamination. He might believethat "society" privileges onekind of literacy over another(therefore implicitly acceptingthe multiple literacies view thathe seems explicitly to reject),but the basis for thisassumption needs questioning.All his data show is acorrelation between scores onthe test and categories of social

Stan Jones replies:Brian Street and Harvey Grafftell us little that is new in theirletter on my response to theircriticisms of the InternationalAdult Literacy Survey and somy reply will be short.

The group that produced IALSis concerned with individualdifferences in skill, how thesearise, and what theconsequences of the differences

activity constructed in someeconomistic model ofemployment, participation. etc.There is no space in thisstatistical frame for asking thequestion: "How do particularforms of literacy achievedominance and marginalizeother forms?" By dint of theway it is collected andinterpreted, the IALS data maysimply privilege the kind ofliteracy advocated by aparticular elite and therebyreinforce contemporaryarrangements andrelationships.

In concluding, Jones states hisnormative political concernsabout "preserving or increasingfunding for literacy." We arevery sympathetic. But thisstatement should lead his textbecause it influences whatfollows. In the end, Jonesfalters on the point of myth,which is not synonymous withthe false or erroneous. Whenhe writes, "Hopefully, IALS hasended another 'literacy myth,'the myth that literacy doesn'tmatter," the fallacy is his own.For neither Graff nor Street hasever made such a statement.We are concerned about thespecific and the general way inwhich literacy matters, andabout how ineffectively we haveappreciated the complexities,limits, and very real powers.

are. These are not issues thatprincipally concern Graff andStreet. Given that we areworking from differenttraditions and have differentgoals, it is not surprising thatwe value different approachesand evaluate work differently.

Readers will have to judgewhether the approach Graff andStreet advocate invalidates theone which informs IALS; theyobviously think so, but I clearly

LACThese concerns continue tomatter greatly. And therein liesthe "literacy myth" about whichwe write.

This response was drafted tomeet severe space limitations;much of importance remains onthe table for discussion.

ReferencesGraff. Harvey J.. ed. (1981). Literacyand Social Development in the West.Cambridge: Cambridge UniversityPress.

(1987). The Legacies of Literacy:Continuities and Contradictions inWestern Society and Culture.

(1991). The Literacy Myth:Literacy and Cultural Integration in theNineteenth-Century City. New editionwith introduction. New Brunswick, NJ:Transaction.

(1995). The Labyrinths ofLiteracy: Reflections on Literacy Pastand Present. Expanded and revisededition. Pittsburgh: University ofPittsburgh Press.

Street. Brian V. (1984). Literacy inTheory and Practice. Cambridge:Cambridge University Press., ed.

(1993). Cross-CulturalApproaches to Literacy. Cambridge:Cambridge University Press. (1995).Social Literacies: Critical Approaches toLiteracy of Development. Ethnographyand Education. London: Longman.

Harvey J. GraffUniversity of Texas at Dallas

Brian V. Street,King's College, University of London

think otherwise. That theliteracy model, essentially acognitive model'of reading, thatinforms IALS has been widelytaken up as a framework forliteracy policy by literacyworkers and official agencies inCanada and the US suggeststhat it satisfies a need for asystematic approach tothinking about and acting onliteracy issues, an approachthat had previously beenlacking. That, to us, is the


LAC IALS: Further thoughts 7

Not a myth but a new reality:What IALS-like tests measureJohn Comings, NCSALL,Harvard University

I found the Graff, Street, andJones articles published inVolume 12, numbers 2,3, and4 of LAC very thoughtprovoking, and saw obviousmerit in the arguments ofeach. Like many in the field ofadult literacy, I have beenstruggling for years tounderstand the underlyingissues in this discussion. Inmy experience, the deficitmodel is inappropriate fororganizing instruction foradults, but I believe that theacquisition or improvement ofliteracy skills, as measured byan IALS-like test, does have apositive effect on adults. Whydo these have to becontradictions?

Test scores on the IALScorrelate strongly with income.Richard Murnane and FrankLevy (1996), using bothquantitative data andqualitative case studies in the

most important validation ofour work, not the response ofacademics.

It has occurred to me that wemight well have communicatedbetter had we described whatwe studied as reading ratherthan as literacy. For thisreason I prefer the title of theCanadian study (Reading theFuture) to that of theinternational study (Literacy,Economy and Society). I thinkliteracy has become a muchdebased term, not just becauseit has attracted a long list ofmodifiers (computer literacy,

US, came to the conclusionthat high levels of reading,writing and math skills (atapproximately IALS level 3),along with basic computerskills, oral communicationsskills and group problem-solving skills, are nowessential to individualeconomic success for mostworkers in the US. Otherresearchers in the US. (Parker,et al., 1997) have found astrong correlation between anIALS-like test and a patient'sunderstanding of oralinstructions provided by adoctor.

I feel comfortable saying thatan IALS-like test measuresonly one kind of literacy, but itdoes seem that this form ofliteracy is critical in two areas

employment and healthin industrialized countries.Most likely, correlations existbetween this kind of literacyskill and other important partsof contemporary life inindustrialized countries.

media literacy), but alsobecause its core reference toreading has been blurred.

Two recent studies that I havefound most stimulating in mywork -Alberto Manguel's richlythought provoking A History ofReading and Janice Radway'sReading the Romance (surelythe best ethnography of literacyaround) both saS7they areabout reading. Both, in theirown way, talk about how theact of reading is an essentiallyanti-social act (Radway'sinformants talk about how"getting lost" in their books is

Health and literacy in thedeveloping worldResearch in Third Worldcountries has shown a strongrelationship between women'seducational level and positivehealth and family planningindicators (Grosse and Auffrey,1989), even after such factorsas socio-economic status arecontrolled. A group of Harvardresearchers, headed by RobertLe Vine, have been investigatingthe mechanisms that mediatebetween women's schoolingand these positive health andfamily planning indicators inMexqco, Nepal, Zambia, andVenezuela (Le Vine, et al., 1994;Joshi, 1994). Since most ofthe educated women in theirsample had only attendedschool for a few years, andthose schools employedteaching by rote memory andprovided very little time ontask. Le Vine assumed that theeffect must be fromsocialization in the schoolsetting. In fact, his groupfound literacy skill level, asmeasured by a test, to be afactor that predicts healthoutcomes.

one of their pleasures inreading), even though the resultof reading may be the basis fora "community of readers". ThatIALS has helped revive interestin the cognitive act of reading inthe adult literacy community Iregard as one of its majorachievements.ReferencesManguel. A. (1996). A history ofreading. Toronto: Alfred A. Knopf.

Radway. J. (1991). Reading theromance: Women, patriarchy, andpopular literature. Chapel Hill, NC:The University of North Carolina Press.

Stan Jones, Carleton University


BEST COPY AVAILABLE 9

8 IALS: Further thoughts LACThe Le Vine group also lookedat how well these womenunderstood oral healthmessages that were played ona tape recorder. This oralcommunications ability provedto be related to literacy skilllevel as well. It appears thatan oral skill (either cognitive orsocial) is learned whilelearning how to read and write.The subjects in Le Vine'sstudies were women who hadgained their literacy skill informal schooling. Researchunderway now is applying theirapproach to women who havegained their literacy skill asadults in literacy classes.

Le Vine also employed a test ofdecontextualized oralcommunications ability (Snow,1991, 1993) and found thattest scores correlated to bothliteracy skill and to healthindicators.

Decontextualized oralcommunications is speech thatis oriented to the listener; it isthe form of language used inmost educational settings. Useof decontextualized languageindicates that the speaker istaking account of thecontextual facts that the

'The Le Vine group

also looked at how

well these women

understood oral health

messages that were

played on a taperecorder. This oral

communications ability

proved to be related

to literacy skill level

as well. It appears thatart oral skill (either

cognitive or social) is

learned while learning

how to read and write.'

Working Papers on LiteracyThe Centre for Literacy has published the first of a seriesof occasional Working Papers on Literacy. Because interest inthe subject is high, Paper No.1 is a collection and reproducesarticles on IALS by Graff, Street and Jones which originallyappeared in Volume 12 of LAC.

It can be downloaded from our website athttp:/ /www.nald.nald.ca/litcent.htmBound copies can be ordered from The Centre for Literacy,3040 Sherbrooke Street West, Montreal, QC, Canada, H3Z 1A4.In Canada $6; US, V; Overseas, $8; prices include postage.Please make cheques payable to The Centre or Literacy.

listener might not know andproviding them in the speech.It is characterized by use ofbroader category names(furniture in reference to achair) and greater detail thatorients the listener to thespeaker's situation. Tests ofdecontextualized languageskills measure the way inwhich people explain a pictureor the detail that they providewhen they define a list ofnouns.

Links between oral andwritten languageMost written language isdifferent from most orallanguage. Purcell-Gates (1995)points out in her fineethnography of a familyliteracy intervention that if yourecord and transcribe theconversation that takes placearound a family's breakfasttable, it will make little senseto an outsider. If you go to aconference and listen tosomeone read their academicpaper, you'll find it difficult topay attention. These are twoextremes of a continuumbetween contextualized anddecontextualized commun-ications, but both can bewritten and spoken.

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IALS: Further thoughts

In decontextualizedip communications, the two

people involved must fill in thecontext for each other. Inwritten communications, thetwo people are usuallyseparated by time and spaceand so the writer must providethe details of the context. Insome situations, speech haselements of decontextualizedcommunications, talking onthe phone or listening to aradio, for example. Even whentwo people are in the sameroom, for example a doctor andpatient, they may need toprovide quite a lot of contextinformation to each other.

In cases where literacy skilllevel predicts increased incomein jobs that don't appear toneed much literacy skill, itmay be that this oralcommunication skill, learnedthrough acquiring andimproving literacy skills, is the

`Iv mechanism. It can alsoexplain the findings that IALS-like scores predictunderstanding of oral healthcare communications.

One of the critical ways inwhich the world is changing isthe increasing need to be ableto deal with decontextualizedcommunications, in writingand orally. It could be thatlearning the type of literacymeasured by an IALS-like test,or improving literacy skills,leads to both written and oralskills, These communicationsskills are now part of everydaylife for people who live in theIALS countries and isbecoming part of the life ofeveryone in the world.

In interviews with women whohad just learned to read in a

literacy class in Nepal, onewoman said about healtheducation messages in theliteracy text:

TirrStt

Ot,

'The importance of

the skill measured by the

IALS is not a myth; it is a

new reality.

It may be that these skills

developed out

of the European and

North American cultures,

but the people who live

in the newly

industrialized countries

of Asia, Latin American,

and Africa value these

skills as well.'

"In the village, I used to hearabout the kinds of things welearned in class. People usedto talk about things that canhappen. Then, when I read itin the book, I felt it was reallytrue and that it can happen toanyone. It's not just stories orrumors. The book confirmed itfor me. So if we are able toread, then we will understandmore of what we are hearingand what we didn't knowbefore." (Comings, et al. 1994).

This woman has learnedsomething more than how toread and write.

New realities -new needsIf a higher level score on theIALS predicts a greater chanceof economic success inindustrialized countries, thenevery adult should have a realopportunity to gain or improvethis form of literacy and theoral communication skills thatappear to be related to it. Inaddition, they should have theopportunity to gain the broadrange of skills identified byMurnane and Levy. This needfor what Murnane and Levycall the New Basic Skills maynot have existed in the 19thCentury, but there iscompelling evidence that itexists today. Of course,someone might choose not toparticipate in these kinds ofwork, but that should be theirchoice, not the result ofinadequate opportunity tolearn.

Having said this, I remaincommitted to a learner-centred, participatoryapproach to instruction thathelps adults gain these skills

an approach that starts withthe strengths that each adultbrings to his or her learningand focuses on the contextwithin which that learner findsmeaning. I don't see acontradiction between thisapproach to instruction andthe findings of the IALS. A realopportunity to learn does notstart with a list of deficits, nordoes it start with a denial ofthe present reality. An adultcan accept that he or sheneeds to improve a skill, andthere is no reason why thiscan't be seen as anopportunity for growth ratherthan as admission of a deficit.

The importance of the skillmeasured by the IALS is not a


11

1.0 IALS: Further thoughts ACmyth; it is a new reality. Itmay be that these skillsdeveloped out of the Europeanand North American cultures,but the people who live in thenewly industrialized countriesof Asia, Latin American, andAfrica value these skills aswell. The threats to theircultures do not come fromschooling but from the oralculture of television, moviesand popular music.

The fine work of Scribner andCole did not "provide thedefinitive account to what canlegitimately be claimed aboutthe relationship betweenliteracy and cognitiveprocesses;" it provided insightsinto this relationship. TheIALS does not prove thatproviding adults witheducation that raises theirscore on its test will lead toincreased income, but the IALSmakes a good case that furtherresearch may show that to betrue. The work of RobertLeVine, Victoria Purcell-Gates,and others is providingadditional insights. Some timein the future, we will have thedefinitive answer to thesequestions. To get that answer,we will have to depend on bothquantitative and qualitativeresearch because eachprovides a different kind ofinsight.

For now we are left with whatwe have. IALS makes apowerful case in support ofproviding adults with a realopportunity to improve theliteracy skills it measures. Thework of Brian Street, HannaFingeret, Paulo Freire, andothers provide us with apositive approach toinstruction. A useful next stepwould be to provide a numberof learner -centred adultliteracy programs with

a

'IALS makes a

powerful case insupport of providing

adults witha real opportunity to

improve the literacy

skills it measures.The work

of Brian Street, Hanna

Fingeret, Paulo Freire,

and others provide

us with a positiveapproach toinstruction.'

sufficient resources to do areally good job, and then usequantitative and qualitativemethods to describe andmeasure the impact ofparticipation in these programson the lives of adult learners.This research will show anincrease in an IALS-like testscore, but more importantly itwill identify the wide range oftypes of impact thatparticipation has onindividuals, their families, andcommunities. Then, we wouldbe in a position to argue withpolicy makers that they shouldwiden their view of impact.

References

Comings, J.P., Smith, C. & Shrestha,C.K., (1994). "Women's literacy: theconnection to health and familyplanning." Convergence, 27:2/3.

Grosse, R.N. & Auffrey, C., (1989)."Literacy and health status indeveloping countries." Annual Reviewof Public Health, Vol. 10.

Joshi, A.R., (1994). "Maternalschooling and child health:preliminary analysis of interveningmechanisms in rural Nepal." HealthTransition Review, 4:1,

LeVine, R.A., Dexter, E., Velaco, P.,LeVine, S., Joshi, A.R., Stuebing,K.W. & Tapia-Uribe, F.M. (1994)."Maternal literacy and health care inthree countries: a preliminary report."Health Transition Review, 4:2.

Murnane, R. & Levy, F. (1996).Teaching the New Basic Skills. NY:Free Press.

Purcell-Gates, V. (1995). OtherPeople's Words. Cambridge, MA:Harvard University Press.

Parker, R.M., Williams, M.V. & Baker,D.W. (1997). Presentations of work inprogress at the Health LiteracyConference in Washington, D.C.

Snow, C.E. (1991). "The theoreticalbasis for relationships betweenlanguage and literacy indevelopment." Journal of Research inChildhood Education, 6:5-10.

Snow, C.E. & Tabors, P. (1993)."Language skills that relate to literacydevelopment." In Spoken and WrittenLanguage: exploring orality andliteracy, ed. D. Tannen. Norwood, NJ:Ablex.

John P. Comings is Director of theNational Center for the Study ofAdult Learning and Literacy(NCSALL) at Harvard UniversityGraduate School of Education,Cambridge, Massachusetts.

Literacy Across the Curriculum - Media Focus Vol. 13 No. 1 1997 The Centre for Literacy

MF Media education and teacher education 11

Who will trainthe teachers?Media education and teacher educationNotes from McGill - Part 2Dr. Winston Emery,McGill University

In the last issue of Media Focus,Winston Emery described a coursethat he and a colleague at McGillUniversity have developed toprepare new teachers to both useand teach about media and newtechnologies. In this issue, heconcludes the description andinvites response.

Pedagogy: Theorganization and deliveryof the courseIn the course requirements, wehave attempted to incorporatesome aspects of what might becalled student-centered or non-hierarchical teaching. This isprobably most evident in theevaluation scheme, wherestudents select and justifypieces for the portfolio andestablish their own criteria toevaluate their performances;but there are other activities inthe course that adopt student-centered stances and requirestudents to contributesubstantially to making thecourse content. What followsare some details of ourpedagogy and organization ofthe four components of thecourse.

I. Working groups - ourbasic unit ofadministrationAt the first meeting of the class,

we give students a surveyasking about their previousexperiences and expertise with

media and technology. Usingthis we group them in sixes,attempting to ensure that eachgroup has a mix of people withvarying levels of experience andexpertise. Following someinitial negotiation (switching ofallegiances according to mutualinterests and availability towork), each group exchangescontact information (names,interests, phone numbers, e-mail addresses etc.) and givesthemselves a name. They then

plan how they will complete theactivities on the checklist.Some of the activities are fixed

dates are predetermined;others are left as open blocks ofclass time during whichstudents are expected to learnhow to use the media hardwareand design lessons or units forpossible use in school [SeeBOX 1].

II. Group LogsTo help the students organizetheir group activities and tosignal to them that we valuetheir planning and working onthem we have instituted asystem which requires thegroup to keep track of theiractivities; we also require thatstudents develop a scheme toevaluate the performances oftheir colleagues as teachersand as students. This enables

BOX 1

Organization of Operation of Equipmentand Systems/Design and PlanningMEDIAVCR and Video CameraACR and 35-mm CameraOHP

COMPUTERSGeneral Applications(Clarisworks)Internet and CD ROME-mail

Explanation:Students act in pairs as teachers or students.Pairs of teachers teach the rest of the group one system, e.g.,VCR and Video Camera, and prepare resources for teaching.Students demonstrate use of system and prepare LUP(Lesson or Unit Plan for elementary or secondary schoolstudents).The teachers and students consult resource people to learnhow to use the system. Resource people consist of faculty,staff and other students who have expertise in the use ofthe system.Half the class begins by learning the media systems, whilethe other half learns the computer systems. At the halfwaypoint of the course, they switch.We allocate three class periods or approximately 31/2 hoursfor the teachers to teach their group three systems and thesame amount of time for the students to demonstrate theirknowledge of the system and present their lesson ideas fortheir group.


1 .1

112 Media education and teacher education MFstudents to establish criteriafor later self-assessment in theportfolios. [See BOX 2 for acopy of the handout we give tostudents.]

III. Designing andplanning:In their groups, the studentsdevelop lesson and unit plansfor school use and presentthese as part of theirdemonstration of their masteryof the technological system.These lesson and unit plansare also evaluated by thestudents in their groups.

N. Media literacy theoryand practiceIn a series of workshops, weintroduce the students to theconcept of media literacy andto two of the conceptual

frameworks for mediaeducation: Eddie Dick's modelof TEXT, AUDIENCE andPRODUCTION, and the"Signpost Questions" modelpresented in Secondary MediaEducation published by theBritish Film Institute.

Following some practice, weask the students to select amedia text of their choice and,using one of the conceptualframeworks, to present ananalysis of it to their workinggroup. Class time is allocatedfor this; each working group isleft to arrange space forpresentations and organize theorder and format. The studentsgive feedback and suggestionsto their colleagues so that theycan do a re-work of theiranalysis for a portfoliosubmission. In addition to

analysis, students areproducing messages throughtheir use of each technologicalsystem. We require that at leastone of the lessons or unit plans(LUP) be for media education.Again, these lessons arepresented and critiqued in theworking groups, prior tosubmission in the students'portfolios. As backgroundreading for LUP activities weprovide articles by Mastermanand Bazalgette.

Technology education:A problem-solving processIn two workshops, students areintroduced to the concept thattechnology can be viewed as aprocess by which problems canbe solved through themanufacture of an artifact.They then apply it by

Keeping a grouplog: EvaluatingactivitiesWe would like you to begin theprocess of evaluating thelearning in this course. One ofthe things you should be doingis keeping track of what yourgroup plans and talks about.For each meeting, someoneshould keep notes on whathappened, what yourdecisions were and who isdoing what, when. If youhaven't started doing this,start today. At the very leastyou should have a list of eachothers' phone numbers andwho the experts are for thefirst period of instruction. Youshould also have scheduledyour instruction periods. Havesomeone responsible fortaking care of the file with thisinformation.

From time to time you shouldget together and discuss whatis working and what problems,if any, you are having. This,too should be recorded.Keeping track of what you aredoing is an important part ofthe evaluation process.

For your first instructionalperiod (and/or all subsequentactivities), in addition tokeeping your own individualMaster checklist, you shoulddevelop evaluation criteria anda form for recording how welleach of you did in your task.You should also developcriteria for how well you areworking together and, at theend of each segment, assessthis.

The criteria should bedeveloped now so thateveryone knows what to payattention to when doing the

work. At the very least, youshould consider:

how well the expertsorganized and taught you theoperations of the equipment/program/environment;how appropriate and usefulthe resources were;how well you operated/usedthe equipment/program/environment;how appropriate/imaginativeyour ideas were forapplication of this technologyin the elementary classroom.(Here you could use thecriteria developed in theseries of presentations madeby Professor Gradwell, andsome of the theory in thetextbook.)

From time to time, we wouldlike to see your log file, somake sure the person

A responsible brings it to class(-4each day.

Literacy Across the Curriculum Media Focus Vol. 13 No. 1 1997 The Centre fror Literacy

MF Media education and teacher education 13constructing one or more threedimensional objects that wouldhelp their students learn. Theobjects may be ones that theteacher could use as part of ademonstration; they could alsobe models that their studentsmight construct in order tounderstand theoreticalconcepts that become muchclearer if seen in threedimensional form. Students arerequired to submit theirconstruct object in theirportfolios. Again, the workinggroup is the locus ofbrainstorming ideas, gettingfeedback and advice asstudents are producing theobject. Students maycollaborate on constructing theobjects and may jointly submitthem. Each student mustpresent an individualexplanation of how the objectwas produced, for whatpurpose, what problem it solves

IIand what it shows abouthis/her understanding oftechnology.

Technology education -Critical readingsAs a follow up to theworkshops and activities inMedia Literacy, we askstudents to read several

articles "against the grain."(The textbook and many of theother resources put on reservein the library take the adoptionof media and computertechnology in education forgranted.) Daniel Chandler'sarticle raises the issue oftechnological or mediadeterminism; a brief speech bySteven Hodas of SterlingSoftware raises theimplications of computer usefor pedagogy; Eugene Provenzorealizes the spectre of controland indoctrination in a post-typographic culture andNorman Henchey discussesmeans and ends thereduction of curriculum totechnique and its implicationsfor the Quebec school system.We then hold a Forum onImplication of Technology forEducation and students usethe discussion as a basis fortheir own stance on media andtechnology in education.

ConclusionWe have tried to build a coursein media education whichadheres to the goals of mediaeducation curricula. It iseducation about media,although, in our case some ofthe education is through

Teaching teachers for the 21st century:Media and technology

an Academic Alliance evening sponsored byThe Centre for Literacy and

The Association of Teachers of English of Quebec (ATEQ)

Leader:Date:Time:

Winston Emery and students, McGill UniversityTuesday, October 14, 19977:30 - 9:30 p.m.

Winston Emery and his students will talk about a new coursein media and technology (described in the last two issues ofLAC) that is preparing teachers for the classrooms of today andtomorrow. They will discuss the connection of this course totheir other education courses and to their experience inpractice teaching. R.S.V.P. 931-8731 ext. 1415.

media. It presents medialanguages, codes andconventions and requiresstudents to develop these. Itspecifically addresses the keyconcepts and conceptualframeworks of media literacyand asks students to analyzeand produce media messages.It situates media education inthe larger context and asksstudents to take a criticalstance. It operates a pedagogyin which students determine,to a considerable extent, thenature of specific content, theuse of time, the style and paceof learning. We have attemptedto develop a non-hierarchicalteaching stance (Masterman) inwhich teachers and studentsare all learners.

We would be interested inknowing from other mediaeducators of similar initiativesin pre-service teachereducation and we wouldappreciate feedback from themedia education community.

Dr. Winston Emery, AssociateProfessor, Department ofEducational Studies, McGillUniversity, has had experience inall aspects of professional mediaproduction. He currently teachesEnglish Language Arts Curriculumand Instruction and MediaEducation to both pre-service andgraduate teachers. He can bereached at McGill UniversityFaculty of Education, 3700McTavish, Montreal, QC, Canada,H3A 1Y2, Tel.: (514) 398-6746,ext. 5168.E-mail: [email protected]

The Centre Tor Literacy Vol. 13 No. 1 1997 Literacy Across the Curriculum Media Focus

15

114 co.nonoom

Drawing more links to literacyStudent book launch in print and on the Net

This is the keyThis is the key of the kingdom.

In thy kingdom, There is a city.

In the city, There is a town.

In thy town, There is a yard.

In thy yard, There is a lane.

In thy lane, There is a house.

In thy house, There is a room.

In thy room, There is a bed.

On thy bed, There aresome flowers.

Flowers on the bed, Bed inthe room.

Room in the house, House inthe yard.

Yard in the lane, Lane inthe town.

Town in the city, City ofthe kingdom.

Of thy kingdom, This is the key.

Esther Ariweifrom Something on my Mind

When my colleague CatherineBates and I published Drawing:a link to Literacy in 1993, wehad little sense of who mightread it or use it, and less senseof where and how.

As one outcome of a teacherresearch project on studentwriting and art in a Fine Artsclass at Dawson College, thecollection of work has a brieftheoretical chapter arguing forthe place of drawing in adultliteracy learning. So we werenot surprised when a numberof literacy and adult basiceducation teachers began toorder it for their students.Still, we could never haveanticipated the diverse ways inwhich creative teachers coulduse it to spark studentresponse.

One of these teachers is IsaHelfield who has been using itwith her adult students in afirst-year high school Englishclass in Montreal. In theclassroom shares the story of aspecial edition of poems anddrawings by Isa's studentswhich was launched in printand on the Net on May 14,1997.

Isa has been collecting andsharing samples of studentwork for several years, but thisspring a number of eventsconverged. Her class met dailyfor an intensive six weeks; thestudents had support from acomputer teacher through alocal volunteer program; andone student in the class hadprior experience in graphiclayout. The students investedthemselves so fully in their

16

writing project that by the timeIsa brought me laid out copiesof their poems and drawings, itwas an opportunity not to bemissed. They had called theircollection Something on myMind.

We decided to print enoughcopies for the entire class andto arrange a formal launchat The Centre three weeks laterfor the students, their friendsand families. But I alsocontacted the National AdultLiteracy Database (NALD)which hosts a weekly launchon the Internet of a piece ofstudent writing from a literacyor adult basic programsomewhere in Canada. Theyagreed that they would launchthe entire book on the sameevening as the print launch,provided the students gavepermission. They did.

Then we decided to send outpress releases. After a, howoften do adult beginningwriters have their workpublished, let alone in twomedia?

CBC Montreal called. As thelocal media sponsors of theannual Golf Day for Literacy inQuebec, they wanted to createa short documentary onliteracy to run after thenewscast on the day of thetournament. They chose ourlaunch.

An extremely sensitive producerand cameraman filmed theentire event, interviewedstudents, listened to them readtheir poems and captured theirintensity as they saw theirwork unscroll on the Internet.

Literacy Across the Curriculum Med/a Focus Vol. 13 No. 1 1997 The Centre Tor IfIteracy

LAC IN THE CLASSROOM 15"It's too exciting!" beamed oneof the writers in a vibrant greenand fuchsia sari. "It comesfrom the heart." sighedanother. The crew visited Isa'scurrent class the followingweek to film a new group ofstudents at the beginning ofthe process. The documentaryaired on the 6:00 p.m. editionof CBC Newswatch in Montrealon May 27. (LSIW4ZZZ.:.U.2,MCM:SOX=.(..^2;M>7,ZSAMCWOMS2MXM)=592,

How oneteacher linksdrawing andwritingIsa Helfield.High School of Montreal

Despite the brief six weeks mystudents and I spent together,we came to know each otherquite well. We found thecommon thread that tied ustogether our humanity. Nomatter the diversity of ourcultural backgrounds -Canada, China, India, Iran,Iraq, Nigeria, Somalia, U.S.S.R,and Viet Nam, to name but afew our desire to makemeaning of the seeminglysenseless world we live inbrought us together as one.

We had help, lots of it, fromsuch well-known poets as ZonaGale, William Ernest Henley,Langston Hughes, JosephMcLeod, Michael Ondaatje, andEdwin Arlington Robinson.Together we read, wediscussed, we argued, we tooksuccour in the poems thatsoothed our troubled souls.We took wondrous delight inthe beauty of their words.

But it was not until Iintroduced-my students to,the

Something on my Mind can bedownloadedfrom NALD atwww.nald.ca through the iconCanadian Literacy Resources. It isalso on the website of The Centrefor Literacy atwww.nald.ca/litcent.htmThe print version of Something onmy Mind is $4. Drawing: a link toLiteracy is $8. Both can be orderedfor $10. fromThe Centre for Literacy.3040 Sherbrooke Street West.

book DRAWING: A link toLiteracy that the above-mentioned 'we' disappeared.Suddenly the men and womenin my class were in their ownworlds, completelyoverwhelmed by the powerfuldrawings. the moving texts inthis student publication. I nolonger commanded theirattention; and very quickly I nolonger tried. They were totallyabsorbed in reading andcopying down the words totheir favourite poems with asense of urgency I marvelledat. The poems and drawingsspoke to them so strongly thatthey were afraid they'd losethem forever if the class wereover before they finished.

The excitement, the electrifiedatmosphere, the expectancy ofdiscovery, carried over forseveral days and continued ina more subdued form a longtime after the poetry section ofthe English course was over.When I suggested they writetheir own poems and illustratethem, they didn't hesitate: theyhad already been musingabout their own philosophies oflife and were anxious to create,to communicate on paper.Because they haa beenthinking in both pictures andin words, the images theywanted to create were, for themost part, quite clear in theirminds. While a few felt it

Montreal, QC, Canada, H3Z 1A4.Make cheques payable to TheCentre for Literacy.

Are you interested inpublishing your students'work? See Put it in Print,REVIEWS p. 21, for a guide toto publishing adult literacystudent's work.

inappropriate to illustrate thepoems they wrote, just onecould not think of an image.

My students took immediateownership of the project. Theyworked cooperatively, helpingeach other find words andcreate pictures. I wasrelegated 'to the back room'where my role was editor andnothing else. And that's theway it should be. DRAWING:A link to Literacy ignited thespark of creativity in myclassroom once again. Itserved as a powerful impetus.However, its main value as ateaching resource relies heavilyon the fact that the book is astudent publication.. Therespect that the teacher-authors afforded their studentsby creating a book to recordtheir thoughts and ideas aswriters, and their pictures asartists, makes a very powerfulstatement. It tells all students,everywhere, that they count,that they have something ofimportance to say.

The atmosphere of joy andexpectancy in the class wasevery teacher's dream. Isuggested they, too, publishtheir work. Something on myMind is theirs.

From "Introduction." Something onmy Mind April 1997

The Centre for Literacy Vol. 13 No. 1 1997 Litojrcy Across the Curriculum Media Focus1 7

16 THE JANUS PROJECT

, ,omen an

New _ruingTechnologies

A-

hoo-day conftrence ortWomen111.d New Learning Tectinologies

,Vitg1.5 sponsored by The'CanadlanCongress for LearningOpportunitiesfor Women (CCLOW)

E tn Montreal on March 21-22, 1997.The event was supported by agrantfrom the Office of LearningTechnologies (OLT), Human

Resources Development Canada.ft brought together 75 women from

across Canada representingwomen's organizations, education,business, community, policy andresearch.

Changing ourmetaphors

These have been two veryintense days. For the nextten or fifteen minutes I

want to combine a summary ofwhat I've heard with somepersonal reflection.

If I wanted to find an overridingtheme, it would be changing ourmetaphors. That's what I haveheard consistently over the pasttwo days. If we want todeconstruct the currentmasculine construction oftechnology and reconstructsomething that is more women-positive we have to examine themetaphors that underlie it andfind new ways to talk aboutwhat we are living.

I also want to locate myself. I'veheard people talk about

The project began with the researchand wntirtg of a discussion paperby B.C. researchers JenniferO'Rourke and Linda Schachter; Itconcluded with this two-dayconference to discuss the paper andIdentify some longer-term concerns

LAC.11around the issues raised. Theconference opened with a keynoteaddress by Heather Menzies.author of Whose Brave New Worldis It? She spoke on "Women-centred Learning in the DigitalUniverse." The second keynotespeaker was researcher/consultantLeslie Regan Shade whosepresentation was titled AGendered Perspective on AccessIssues." Participants were givenmany hours to work in small groupson issues they considered critical.The Discussion Paper andProceedings are now available fromCCLOW.

The notes below have beencondensedfrom the conferencesummary by Linda Shohet. who isQuebec directorfor CCLOW.

technology as a tool. I'm in thecamp that believes technology ismore than a tool. Yesterday,Heather [Menzies] talked aboutus now living inside themachMe. I agree. I am verymuch influenced by thinkerslike Langdon Winner who talkabout the politics of technologyand argue that technology is notneutral, and not merely a tool.It affects us profoundly. Itshapes the society and thevalues and the culture aroundus in sometimes quiteimperceptible ways.

Winner's analysis of the impactof the development of the car inNorth America is a tellingexample of what technology cando to a culture. From the car,you had the development ofhighways systems and suburbsand suburban values; the waypeople live changed. In one ofhis books, Winner tells ananecdote which is'obliquelyabout access. Robert Moses, thedesigner of modern New YorkState was constructing highwaysystems and bridges across thestate in the 1930s and 40s.When it came to constructing

18

the system to Long Island apredominately white suburbwhich residents wanted to keepwhite - one of the decisions wasto build low slung overpasses onthe expressway because theblack population in the city didnot have cars. They used to goto the Long Island beaches onbuses every weekend. With theconstruction of those low slungoverpasses on the singlehighway system. buses couldnot get there anymore.

In some ways the computer isthe contemporary reincarnationof the car. If we return to theidea of examining ourmetaphors, then we have tothink about where themetaphors for computertechnology have come from.They have come from themilitary sector, and they shapeour understanding. Over thelast two days we have heard avariety of possible newmetaphors. Heather started bytalking about a spiral or a loop,by talking about an ecologicalmodel as opposed to atransmission model whichfragments learning and


THE JANUS PROJECT 17packages it in box-cars. Shealso talked about McLuhan'sidea of technology as theextension of man and the fearthat it could imply thecontraction of women. Heatheralso talked about the fact thatthe structure of communicationstrongly determines what can besaid. just as the structure ofoverpasses strongly determineswho can drive under them.

Many of our current modelshave been taken from thecorporate world. We spent sometime over the last few days in mydiscussion groups, talking aboutthe metaphors of delivery andpackaging that have beenpicked up in the educationsector and are quite often useduncritically bv teachers who talkabout themselves as deliverersor trainers with packages attheir disposal. A whole systemof fragmentation has come intoplace as part of that model.

Words, values and historyI return to the opening yesterdaywhere there was mention aboutus being engaged in a struggleover words and the fact thatwords, the same words, arebeing used to mean verydifferent things. Depending onwhich philosophical model youare coming from, the words"access" and "quality meansomething different. We need tobe constantly interrogating whois using the words in whatframework. A lot of ourlanguage has been co-opted overthe last number of years by neo-conservatives. We have talkedhere about how we need to takeback some of our own languageor take some of the neo-conservative language and turnit to our advantage.

Many people did not have timeto read the discussion paperbecause they received it too late.But I hope that you will read itand that it will become part ofthe library that you use to think

about these issues becauseJennifer [O'Rourke] and Linda(Schachter] have raised somevery critical questions andprovided a framework for furtheranalysis. I was impressed by theframework for values analysis.When you make a choice of aparticular technology, what areyou giving up. and why are youchoosing it? Is there a costbenefit?

'We make someassumptions about

women being amonolithic group

that preferssoft data.'

I was pleased to see an em-phasis on cost benefit analysisbecause. too often, papers aboutor for women avoid numbers. Wemake some assumptions aboutwomen being a monolithic groupthat prefers soft data. We allknow that women are different.We come from differentbackgrounds. have differentvisions and operate in differentcontexts. That needs to berecognized. I think that cost

benefit analysis has to play alarger part in the context-baseddecision-making that we carryout.

Finally. Jennifer and Lindacalled up some of our history.We often forget that there is along history of use of technologyfor learning in this country. Liz[Burgel this afternoon askedwhy do we keep saying "new"technologies. We say "new"technologies for a reason, butthere are many technologies.and we have to decide whichtechnologies are appropriate forwhich uses, and how well we areactually using some of thetechnologies that have becomedesignated "old." There aresome old technologies that wehave never used particularly wellfor educational purposes.

cftion of newarnmg technologies

Leslie (Regan Shadel in heranalysis of access talked aboutthe power of humour. A lot ofdiscussion about this issue isquite humourless, and we doneed to find ways of coming atthis that give us an opportunityto laugh. We discussed againtoday some of the icons thatappear on desktops and whethermany really reflect women'srealities. One of our challengesis whether we can come up withdesigns for new desktops: maybe

For the purposes of the Janus Project. "new" technologies weredefined as electronic technologies used for enhancedcommunication and interaction. These include:

tt.chnologies such as videoconferencing and auclioconferencingwhich. although not "new," are being applied in new wayscomputer based technologies, such as electronic mail andcomputer conferencingtechnologies that provide access to information, such as theInternet and the World Wide Web

The primary focus throughout the conference was on new electronictechnologies such as the Internet and the World Wide Web.

The Centre for Literacy Vol. 13 No. 1 1997 Literacy Across the Curriculum Media Focusiq

18 THE JANUS PROJECT LACwe need some POTS and PANSon them as well as the filefolders.

I liked the distinction Lesliemade between the "tired" and"wired" models the commandcontrol (again from the military)"command-control- comm-unication" as opposed to the"cooperative-convivial-comm-unication." She reminded usthat we need to take a criticallook at what access means.

There were a number of pithysingle sentence comments in herpaper that I hope we can pullout and keep, even if only aschapter headers. I liked thephrase "a community is in thenetwork; not the technology."

Human issuesOn our panel today, Miriam[Tico 111 shared her experience asan on-line student, her sense ofdisembodiment, her analysis ofthe ways in which learningstyles were or were notaccommodated in this newmedium, and the time issues.What does it mean when peopleare totally invisible? Among thebenefits are that we don't knowthe physical appearance of thewriter. But there are also manyother things we don't know.I participated recently in somediscussions that looked at theopposite side of the samequestion. Increasingly, we arehearing about the listservs and

bulletin boards where people aretaking on personae, where theyare not speaking as themselves;so you actually don't know thatthey are Bev or Leslie. At arecent conference on computersand writing, one of the recurrentissues for teachers wasauthenticity. Whose work arewe receiving at the other end?It wasn't raised here, but it isimportant.

'Certainly, manyadministrators arekeen on technology

because they see it asa way of down-sizing

and getting rid ofteachers.'

Mavis [Bird) reminded us aboutthe centrality of teaching. It wasinteresting that only once in thetwo days were we reminded thatteachers are critical to theprocess of learning, no matterwhat role they take, and it isinevitable that teachers' rolesare going to change with thesetechnologies. That humandimension needs to be there:teachers need to be there. Youcan call them mentors,facilitators, you can call themanything you want, but there isa need to validate their role andto give them the opportunity to

janus Papers availableThe Janus Project Discussion Paper New LearningTechnologies:Promises and Prospects for Women and The JanusProject Workshop Proceedings are available. The discussion paper'Costs $14.95; The Proceedings costs $9.95. Ordered as a set, theyareS19.95. Postage and handling and GST will be added to eachorder.To order, please contact CCLOW by phone or fax. Do not prepay.YOu will receive an invoice.CCLOW, 47 Main Street, Toronto, ON, M4E 2V6Tel.:(416) 699-1909 Fax: (416) 699-2145

2

understand and use thesetechnologies in meaningful wayswhich has not been part ofcurrent practice until now.Certainly, many administratorsare keen on technology becausethey see it as a way of down-sizing and getting rid of tea-chers.

Vasso [Vlahas] warned us aboutsome of the ways technology inthe work force has been used toundermine the gains thatwomen have made in equity overthe years. There too is a causefor vigilance.

There are very critical issuesthat need to be addressed.

VisioningI want to close the circle talkingabout new metaphors. Yester-day. Heather spoke about theneed for both resistance andpersistence and said that shehad a dream. Her dream wasthat CCLOW would take a leadin developing technologyassessment tools, that it wouldbecome a broker in developingpraxis around the ecologicalmodel and that it would becomepart of a national dialogue onwomen and new learningtechnologies.

I am leaving these two days withnew ways of configuring thequestions I brought. I don'tusually expect to find answers ata conference; I don't think thereare many answers. What I didcome to feel very powerfully hereis that there are many womenwho are interested in workingtogether to discover the answers.I have a strong conviction thatCCLOW is committed to helpingwomen take the path that theyneed to find some of theseanswers, and that all of us aregoing to remain involved in theprocess in some way. [LS]


LAO REVIEWS 19

Book Bridges:A Family LiteracyProgramreviewed by Isa HelfieldAdult Education, High School ofMontreal

Barbara Wynes and BeverleyZakaluk have created a familyliteracy program that promisesto bridge many gaps; mostnotably the one between parentand child. Sponsored by theJunior League of Winnipeg,Book Bridges: A Family LiteracyProgram is a community-basedprogram that offers directservice to parents and indirectservice to children.

Although originally designed forbasic literacy students, themajority of its participants areimmigrant women and theirchildren. The program isdirected at women who mayread (average reading level ofparticipants is grades 3 to 4),but not well enough in Englishto understand writtencommunications from theirchildren's schools. Thesewomen are uncomfortablereading and hesitate to sharebooks with their children athome. Many aspire to be morefinancially independent andwork outside the home but lackconfidence in their ability toread and write English. BookBridges is an entry level literacyprogram that promotes thepersonal aspirations andgeneral well-being of itsparticipants by increasing theirliteracy skills, by increasingtheir self-confidence and self-esteem, and by encouragingtheir personal growth asindividuals, parents andmembers of their community.

The program is patterned afteran intergenerational program

'40 ;Fir'toacif

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(Goldsmith &:::"k

Handel 1990)that useschildrens literature toencourage children to read andlearn comprehension strategies;however, in Book Bridges, bothreading and writing strategiesare emphasized and theirconnections drawn. Theprogram consists of sixty hoursof instruction over a ten weekperiod. Three-hour classes areheld twice a week from 6:00p.m. to 9:00 p.m. Class size islimited to sixteen students perinstructor; however, theprogram is volunteer supportedwith a ratio of one volunteer forevery two students as the ideal.Sessions are held twice a year.

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Book Bridges follows solid adulteducation practice. All learningtakes place in a safeenvironment where theindividual is highly valued.Book Bridges not Only demandssensitivity in teachers andtutors but encourages them todevelop personal connectionswith their students. Theclassroom is a community oflearners. Because volunteers

andinstructors actively

participate in the class bymodeling their own reading,writing and learning strategies,the students are made to feelvery comfortable and are betterable to learn. A hierarchy offunction rather than ahierarchy of structure is inplace. All read, all write, allpublish...students, volunteersand instructor alike.

Learning to learnWhat makes Book Bridges sospecial is its emphasis onteaching metacognitivestrategies. Participants learnhow to learn. They gain insightinto their own thinking so thatthey can monitor their ownlearning. Indeed, the teachinggoals are to teach for transferand to foster learnerindependence. Participants aremade aware of the specificreading and writing strategieslearned in class so that theycan use them at home withtheir children. Parents asstudents as teachers...one ofthe many bridges constructedin this program.


laRom Caw MUIR AMR 21

20 REVIEWS

Book Bridges is based on thewhole language approach whichholds that reading and writingdevelop simultaneously alongwith listening and speaking.Reading and writing, the twomain strands to this program,are regarded as processes. Theauthors believe that languagedevelops naturally andholistically rather thanseparately in bits and pieces, sothe program provides a range ofopportunities for the studentsto integrate all they learn. Mostimportantly, participants aregiven a lot of time to reflect andto weigh ideas duringdiscussion periods.

Book Bridges also uses athematic approach to learning.At first, the instructors usethemes familiar to the students.During the writing workshops,for instance, the students beginby introducing each other,writing biographies andcreating a class photo album.At the same time, theparticipants read family storiesduring their reading workshop.Finally, the students areencouraged to use the skillsthey have learned at school towork with the members of theirfamily. In this example,students are encouraged tocreate family albums at home.

Home and schoolHome reading practice ismonitored by the instructorduring the Literature Circle,a fifteen-minute period at thestart of each evening. Here, theparticipants talk about thebooks they have read to theirchildren using as referencetheir reading logs, a tool theyuse to list the books they haveread and to record their ownand their children's responses.Dialogue journals written at theend of the class record thestudents experiences of theevening and provide theopportunity for the instructor to

Put itin PrintHow to produce abook of writings byadult literacystudents

LAC

vut It

An extremely clearguide to publishinga book of studentwritings, put togetherby LiteracyVolunteers of America

Chippewa Valley,Put it in Print gives aninstructor all theinfor-mation needed toinspire, produce anddistribute a professionallooking product. There areseven chapters. The first threefocus on the value of writingand the dynamics of processwriting: these are useful forinstructors who have not beenexposed to this pedagogy. Butthe meat of the guide is in thelast four chap-ters which givedetails on writing and editing,printing options, fundingoptions, and marketing anddistribution. They go intominute but non-technicaldescriptions of printing

t liow to producea book

of writinpadult literacy NtUdelltS

model writing. Children'sbooks are provided.

Book Bridges is an excellentfamily literacy program aimedat a population which is alreadyhighly motivated to learn. Thehandbooks ( Book 1:Writing,Book 2: Reading ) provide aclear overview of the entireprogram including itstheoretical foundations, adetailed description of the rolesof instructors and volunteers,and a complete set of clearlydefined lesson plans. BookBridges: A Family LiteracyProgram should spawn other 2 2

specifications,graphic layout choices andline budgeting, among othertopics. A bibliography offersan enthusiastic user thepossibility of further research.Teachers in any setting willfind this guide invaluable.[LS]

Put it in Print (ISBN 1-885474-19-9) is available from ChippewaValley Publishing, LiteracyVolunteers of AmericaChippewa Valley, 400 Eau ClaireStreet, Eau Claire, WI, USA54703. US $8.

literacy programs that dealmore directly with theparticipants' children. Anexciting thought!

To contact the afathors: BarbaraWynes and Beverley Zakaluk,c/o The Junior League of Winnipeg894 Corydon AvenueWinnipeg, Manitoba, CanadaR3M 0Y4

Isa Helfield teaches in the adultprogram at the High School ofMontreal. She is currently Vice-president of the Movement forCanadian Literacy (MCL).


LAC A Family Literacy Resource 21

Read and write together:An activity pack for parents and children

T his kit was produced byThe Basic Skill Agency and

BBC Education in February1995 for a national FamilyLiteracy promotion campaignin the UK. When this kit wasmade available to parentsthrough TV spots, theproducers were overwhelmedby requests. They ended upsendng out more than 300,000copies. In March 1996, theAgency produced a slightlyrevised version in response to acontinuing demand.

The demand is not continuingfor nothing. This kit is one ofthe most attractive, usableresources for parentsanywhere and a crediblepackage for many teachers aswell. In a glossy folder, thereare more than 20 pull-outsheets [See topics BOX] ofinformation about reading andwriting , ideas for activities thatcost little and can be doneanywhere, record-keeping forchild development and postersto hang around a child's roomor in the kitchen. It is writtenin clear English with brightgraphics and blueprints forgames and activities.

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The section on -Reading andwriting at school" should be amandatory hand-out for everyparent who ever goes to aParent-Teacher meeting in theearly grades. Treading apolitical tightrope, the writer ofthis pack has described all theteaching methods whole wordrecognition. phonics, realbooks and language experience(whole language). objectivelyhighlighting the benefits anddrawbacks of each. He ack-nowledges the disagreementsin the field while indicating

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there is no single way ofteaching reading and thatdifferent children have differentneeds. It is a brilliant comp-ilation. The entire pack is alow-cost reminder of how fewmaterial resources it takes,even in a high-tech world, tocreate a literate home. [ LS]

Read and write together: Anactivity pack for parents andchildren is available in Canada

from The Centre for Literacy.

Selected topics include:Reading at home Writing at

home Thinking abut whatyour child knows Readingand writing at schoolLearning together How welldo I know my child? Boardgames and card gamesNursery rhyme activitiesMaking books Languagerecords (Reading, Writing,Talking) and more...


EST COPY AVAHABLE 23

22 RESOURCES: MEDIA

The Centre for Literacy hasrecently added a number ofresources to the vertical filesection of our media educationcollection. These are notnecessarily all new publications,but they are new to the Centre'scollection. They includeresearch and policy documentsand classroom teaching ideas.

DOCUMENTS:How Children See Themselveson Television

A Report for Channel Fourby Hannah DaviesOctober 1996

This research document wasinitiated by Channel 4 in Britainwith the help of the British FilmInstitute. It examines whatchildren think of other children onTV and how TV relates tochildren's own self image withreference to gender, ethnicity,physical disability andappearance. The documentdescribes the study and itsfindings.

Canadian Association for MediaEducation (C.A.M.E.)A Conceptual Framework forMedia Education & Cross-Curricular Learning Outcomesand Opportunities for Teachingand Assessment

September 1994This document was prepared byC.A.M. E. for the LearningResources Branch, Ministry ofEducation, in British Columbia.The task was to establish a cleardefinition of Media Education andguidelines for addressing MediaEducation across subject areas.The document contains a briefdefinition of key terms and adelineation of the four mainapproaches taken by those whoteach about the media. TwoResource Samplers (Numbers 1and 2) are also available.

Creating Critical ViewersA Partnership Between Schoolsand Television Professionals,

by Dorothy Singer andJerome Singer, n.d.

This document is the outcome of acooperative project between TheNational Academy of TelevisionArts and Science (US) and thePacific Mountain Network. Tohelp students develop criticalviewing skills, the document offersa series of teaching activities andincludes Objectives, ResourceMaterials and Lesson Plans, andGlossaries.

CLASSROOM TEACHING:

A collection of seven learningactivities for film studies.

by Rich Fehlman. EnglishDepartment/ University ofNorthern Iowa. Cedar Falls. Iowa

Developing Slides in theClassroom

by Andrew Garrison,Whitesburg, Kentucky

Instructions for processing slidefilm in the classroom

Making Meaning With Mediaby John R. Williamson,Curriculum DirectorJohnson Central HighSchool, Paintsville, Kentucky& Seth Fergusun & Casey Castle.Appalachian Media Institute

This seven-page teaching aidprovides tips for producing videomessages. It includes hand cuesand signals used in the televisionstudio as well as guidelines fordressing on the air and tips foranchors and reporters.

LAC MFMedia Literacy, SelectedSources for Teachers andResearchers

by Roy Fox, University ofMissouri-Columbia. Columbia. MO

A bibliography of media literacyresources.

Reading and Writing MediaAcross the Curriculum

by Andrew Garrison.Whitesburg, Kentucky

This 17-page article provides abrief rationale for media educationand follows with practical teachingapproaches. Garrison offerssuggestions for classroomactivities and concludes with aglossary of terms and a list ofresources.

Videopoemsby David Bengtson, Long Prairie-

Grey Eagle High School,Long Prairie, MN

This resource provides informationabout producing videopoemswhich Bengtson describes asworks of art that use thetechniques of television and poetryto inform, move and inspire.Examples of student work areincluded.

Items in the Vertical Files collectiondo not appear in our printed or on-line catalogue. They are availablefor use on site at The Centre.

Resource cataloguesupplement availableThe Centre for Literacy hasproduced a Supplement to itsResource Catalogue. TheSupplement, which contains alisting of almost 500 new items thathave been added to the borrowingcollection since June 1996, will beavailable on-line at our web site(http/ / :www.nald.ca/ litcent.htm)as of August 1, 1997.A bound copy can be ordered for$5. The Supplement is nowincluded at no extra charge withany order for the full Catalogue at$25. Please make cheques payableto The Centre for Literacy.

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24-

LAC CONFERENCES 23

ChronologicalConference ListingLocal2nd National Forum on PriorLearning Assessment andRecognition (PLAR '97)October 6 8, 1997Montreal, gcInformation: Tel: (613) 233-5179;Fax: (613) 233-4766; E-mail:[email protected]

PAPT -PACT ConventionNovember 20 21, 1997Montreal, QCInformation: PACT Tel: (514) 252-7946;E-mail: [email protected]: Tel: (514) 694-9777; or 1-800-361-9870 (from outside metropolitanMontreal); E-mail: [email protected]

The 23rd International LearningDisabilities Association ofQuebec Conference (LDAQ)March 19 - 21, 1998Montreal, QCInformation: LDAQ, Tel: (514) 847-1324: Fax: (514) 281-5187

National/International10th European Conference onReading"Literacy, A Human Right: BringingCultures Closer"August 3 - 5, 1997Brussels, BelgiumInformation: Albert De Smedt,Conference Secretariat.Mechelsbroekstraat 9, B-2820,Bonheiden, Belgium.

Tenth Annual Adult Literacy andTechnology (ALT) 1997August 3 5, 1997Boise IDInformation: Richard Sparks. ChairGeneral Education, School of AppliedTechnology, Idaho State University, Box8380. Pocatello, Idaho 83209, Fax:(208) 236-4641, tel: (208) 236-2468;e-mail: [email protected]

17th International Conference onCritical Thinking and EducationReformAugust 3 - 6, 1997Rohnert Park, CAInformation: Center for CriticalThinking. Sonoma State University.1801 E. Cotati Avenue, Rohnert Park,CA., Tel: (707) 664-2940:Fax: (707) 664-4101

Alberta Association for AdultLiteracy & Literacy Coordinatorsof AlbertaProvincial Adult LiteracyConference"Celebrating Literacy"October 23 -25, 1997Edmonton, ABInformation: Margaret Eastwood(403) 463-5209 or Candice Jackson(403) 340-4945

Association for ContinuingHigher Education CHE '97"Changing the Rules: Access &Accessibility in an Information Age"October 25 - 28, 1997Penn State UniversityInformation: Laurie Greenwood.Regents College, 7 Columbia Circle,Albany NY 12203, Tel: (518) 464-8770

Literacy Volunteers of America(LVA) Conference '97October 29 - November 1, 1997Charlotte, NCInformation LVA, (315) 472-0001

Canadian Research Institute forthe Advancement of Women(CRIAW '97)November 7 - 9, 1997Fredericton, NBInformation: CRIAW ProgramCommittee, 519 Beaverbrook Crt.,Fredericton, NB, E3B 1X6, Cnada.Tel:(506) 450-2632; Fax: (506) 451-8389; E-mall:[email protected]

American Association for Adultand Continuing Education(AAACE)November 9 - 12, 1997Cincinnati, OHInformation: Liza McFadden, AAACEProgram Chair. 1200 19th Street. NW,#300, Washington, DC 20036-2422,Tel:1202) 429-5131;Fax: (202) 223-4579

Ontario Literacy CoalitionProvincial Literacy ConferenceNovember 13 -15, 1997Toronto, ONInformation: Conference PlanningCommittee, OLC, 365 Bloor StreetEast. #1003. Toronto, ON,M4W 3L4. Fax: (416) 963-8102

National Council of Teachers ofEnglish (NCTE)November 20 - 23. 1997Detroit, MIInformation: NCTE. 1111 W. KenyonRoad, Urbana IL 61801-1096. Tel:(217) 328-3870, ext. 251.

Moving ForwardA Forum on Workplace EducationNovember 30 - December 2, 1997Toronto, ON, CanadaInformation: ABC CANADA, 1450 DonMills Road, Don Mills, ON M3B 2X7Tel: (416) 442-2292:Fax: (416) 442-2293.

Modern Language Association(MLA)December 27 - 30, 1997Toronto, ONInformation: MLA, 10 Astor Place. NewYork. NY 1003-6981

1998 CCCC Winter WorkshopJanuary 7 -9, 1998Clearwater Beach, FLInformation: 1-800-369-6283, ext. 251to request brochure

Writing Across the DisciplinesConference"Making Connections VI"February 13, 1998Florida International UniversityInformation: Robert Ratner, WritingAcross the Disciplines. FloridaInternational University, Miami, FL33199, Tel.: (305) 348-3327

1998 CCCC Annual Conference"Ideas, Historias, CuentosBreaking with Precedent"April 1 - 4, 1998Chicago, ILInformation: Victor Villanueva, Jr..Program Chair, NCTE, 1111 W. KenyonRoad, Urbana. IL 61801-1096. or callEileen Maley (217) 328-3870. ext 286.

Practice, Theory, Reflectionand Action,Transforming Classrooms,Transforming Schools,Transforming English StudiesJune 18 - 20, 1998Seattle, WAInformation: NCTE. 1111 W. KenyonRoad. Urbana. IL 61801-1096; Tel.:(217) 328-3870. ext; 203; Fax: (217)328-0977.

International ReadingAssociation (IRA)World CongressJuly 21 24, 1998Oho Rio, JamaicaInformation: IRA, 800 Barks dale Road.PO Box 8139, Newark, DE 19714-8139. Tel: (302) 731-1600 or 800-336-READ.

Continued on page 24


25-

24 ANNOUNCEMENTS LACCONFERENCESContinued from page 23

Third International Conferencefor Global Conversations onLanguage and LiteracyAugust 5 7, 1998Bordeaux, FranceInformation: NCTE, 1111 W. KenyonRoad, Urbana. IL 61801-1096;Tel.: (217)328-3870. ext. 203:Fax: (217) 328-0977.

Modern Language Association(MLA)December 27 - 30. 1998San Francisco, CAInformation: MLA, 10 Astor Place. NewYork, NY 1003-6981

Summer Institutes 1997Summer Institute1997"Literacy: Putting the PiecesTogether"sponsored by The Calgary LearningCentreAugust 18 - 20, 1997Calgary ABInformation: The Calgary LearningCentre, 3930 20th Street SW, CalgaryAB, T2T 4Z9. Tel: (403) 686-9300:Fax: (403) 686-0627; E-mail:[email protected]

Summer Institutes 1998The Centre for Literacy & GeorgiaTech Satellite LiteracyLiteracy & Technology:Maintaining a Human FaceJune 25 - 27, 1998Montreal, QCTo be put on the mailing list:Tel: (514) 931-8731, ext 1415:Fax (514) 931-5181;E-mail:[email protected]

97/98 THE CENTRE FOR LITERACY& DAWSON COLLEGEure riNk inrE 1% war UI # r

N.B. All sessions take place at Dawson College (rooms to be confirmed)

INTERNATIONAL LITERACY DAY EVENTThe subject is grammarLeader:Date:Time:Fee:

Dennis Baron, University of Illinois at Urbana ChampaignMonday, September 8, 19977:30 - 9:30 p.m.$3 (at the door)

Functional Context Education: Making learning relevantLeader:

Date:Time:Fee:

Tom Sticht,San Diego Consortium for Workforce Education and Lifelong LearningFriday, September 26, 19979:00 a.m.- 4:00 p.m.$225.00 (including materials, refreshments and lunch)

Testing the Balance: 50/50 Management in a VolunteerTutor Program(in partnership with Literacy Partners of Quebec for their Annual General Meeting)Leader: Maureen Saunders, Prospects Literacy Association, EdmontonDate: Thursday, November 6, 1997Time: 7:30 - 9:30 p.m.Fee: $7.00 (including materials and refreshments)

Rethinking student writing: Challenging teachers withgraphics and web technologyLeader:Date:Time:Fee:

Lee Odell, Renssalaer PolytechnicThursday, February 5, 19985:30 - 9:30 p.m.$50.00 (including materials and supper)

Writing words, writing worlds: Exploring possibilitiesfor community writingLeader: Helen Woodrow and Mary Norton, NewfoundlandDate: Saturday, February 28, 1998Time: 9:30 a.m. - 3:30 p.m.Fee: $90.00 (including materials, refreshments and lunch)

Women, literacy and art(in collaboration with Canadian Congress for Learning Opportunities for WomenCCLOW Quebec)Leader: Peggy Holt, adult education instructor and artist, FrederictonDate:Time:Fee:

Saturday, March 7, 19989:00 a.m. - 3:00 p.m.$90.00 (including materials, refreshments and lunch)


26

LAC ANNOUNCEMENTS 25

The Georgia Tech Satellite LiteracyProgram in collaboration with The

Centre for Literacy announces

Winter Institute 1998Adult Basic Education

in the Workplace

January 28 - 30, 1998Atlanta, GA

Information: The Georgia Tech SatelliteLiteracy Program, 490 10th Street NW,

Atlanta, GA, USA 30332-0156,Tel.: 1-800-428-7323; Fax: (404) 894-9320

ii The Centre for Literacy incollaboration with the Georgia TechSatellite Literacy Program announces

Summer Institute 1998Literacy and Technology:Maintaining a Human Face

June 25 - 27, 1998Montreal, QCInformation: Beth Wall.Tel.: (514) 931-8731. ext. 1415;Fax: (514) 931-5181;E-mail: [email protected]

TrayettingResoume Trunk

on Literacy andLearning Differences

and DisabilitiesThe Centre for Literacy, in partnership withthe Quebec Literacy Working Group(QLWG), has developed a travellingresource trunk of materials on literacy andlearning disabilities for teachers and tutorswho do not have easy access to resourcesbecause of time or distance.

The kit contains books, articles,worksheets, and evaluation instruments onmany aspects of LD. They touch onliteracy, numeracy and technology. Asecond kit on New Materials in Literacyhas been developed for the QLWG.

Two LD kits are now circulating in Quebecone reserved for QLWG members and

one available to any school or community-based organization which requests it. Theymay be kept for one month. Transport isthe responsibility of the borrower.

.-

What users have said:

"The LD trunk gave me new ideas to try inclass and with one-to-one students."

"Many valuable books have been included;teachers need this access to currentinformation."

"Great idea. Looking forward to the nextbox of goodies. Thank-you very much."

For information:Tel: (514) 931-8731, local 1415Fax: (514) 931-5181E-mail: [email protected]

The Centre for Literacy Vol. 13 NO. 1 1997 Literacy Across the Curriculum Media Focus

2 rt

26 ANNOUNCEMENTS

S

II II i

CALL FOR SUBMISSIONS FROM THE FIELD

The second issue of

CONNECTA National Newsletter on Technologyin Adult Literacy is now availableThis publication reports on the ways technology is currently beingused in literacy programs, promotes the appropriate use of technologyin these programs and offers information on the use of technology incurriculum.

CONNECT includes reports from the field, reports from learners,lesson plans, ideas and software reviews as well as feature articles.

CONNECT is available for $5/year for 5 issues in hard copy, OR it canbe viewed and downloaded at no cost from the National Adult LiteracyDatabase NALD (http://www.nald.ca) or from Alphacom.

CONNECT has been funded by the National Literacy Secretariat andthe Literacy Section of the Ontario Ministry of Education andTraining.

To submit articles or request information: Pauline Mc Naughton, Editor,CONNECT, Continuing Education Centre, Ottawa Board of Education,515 Cambridge Street, S. Ottawa, ON KIS 4H9, Tel: (613) 239-2656;Fax: (613) 239-2429; Alpha Com: plarabee,E-mail: [email protected]

Health & Literacy bibliographyNOW available on the web

The bibliography on health and literacyproduced by The Centre in 1995 can now bedownloaded directly from our websitehttp:/ / www.nald.ca / litcent.htm

Bound copies can still be ordered for$5.00 fromThe Centre for Literacy,3040 Sherbrooke Street West, Montreal QC,Canada. H3Z 1A4.

Make cheques payable to The Centre for Literacy.

INTERNATIONALIPA RTN E RS It IPS

LAC

CALLFORPAPERS

4th InternationalPartnership ConferenceNew Alliances in Learning forthe Next MilleniumJune 27 - July 1, 1998Trondheim, NorwayThemes:New roles for business in thelearning community

Enhancing company performnaceand business potential throughpartnershipsImproving learning andhuman resource development inthe workplaceDeveloping key competences foremployment through workexperience and continuingcollaboration with education

New roles for the world of educationImproving schools, collegesand universities throughdesigning and buildingpartnershipsEquipping young people andadults for a changing worldof work and enterpriseopportunitiesDeveloping teachingcompetence through newalliances with business andthe wider community

Information: Ragnhild Aamot, NIF,PO Box 2312 Solli, 0201 Oslo,Norway, Tel: +47 22 94 75 00;Fax: +47 22 94 75 01;E-mail: [email protected]

Outlines received bySeptember 1, 1997 will be givenpreferential attention.Deadline: October 1, 1997



Functional Context EducationIntegrating Literacy and Basic Skills for Workforce Education & Lifelong Learning

A One-day Workshop with Dr. Tom Sticht,San Diego Consortium for Workforce Educationand Lifelong LearningTWO SITES IN CANADAFriday, September 26, 1997,9:00 a.m. - 4:00 p.m.

MONTREAL

Friday, October 3, 1997,9:00 a.m. - 4:00 p.m.

CALGARY

sponsored by The AppliedBehavioural & CognitiveSciences. Inc.The National Adult LiteracyDatabase (NALD)The Centre for LiteracyAlberta Vocational College-Calgary

Tom Sticht is recognizedinternationally for his work on theeducation and training ofundereducated youth and adults.With a Ph.D in psychology from theUniversity of Arizona, he hastaught at numerous universities,including the Harvard GraduateSchool of Education. Dr. Sticht hasserved on the Commission onAchieving Necessary Skills(SCANS); the National Commissionon Working Women; and hechaired the California WorkforceLiteracy Task Force. He haspublished many books andarticles. Articles on his work haveappeared in internationalnewspapers and magazines. In1994, Dr. Sticht was the first adultliteracy specialist elected to theReading Hall of Fame in the UnitedStates. He is currently President,Applied Behavioral & CognitiveSciences, Inc. and ProjectCoordinator for the San DiegoConsortium for WorkforceEducation &Lifelong Learning.

Who should attend?Policymakers, managers,administrators teachers andtrainers involved in programsintegrating vocational &academic skillsResearchers and policy analystswho study human learning,assessment and developeducation policies

FormatLecture and discussion, casestudies, demonstrations andpractical activities on:

The Power of Adult LiteracyEducation:Visions for a NewMilleniumFunctional Context Education:Basic Concepts from ResearchCase Studies:Integrating vocational & basicskills education for welfare-to-work and other workforceprograms.Functional Context Education inworkplace and family literacyprograms.

FeesBefore July 31,$190.After July 31, $225.Fee Includes materials', lunch andrefreshments.

*Participants will receiveDr. Sticht's new SeminarResources Notebook withextensive research materialson FCE and information on howto apply the concepts tospecific settings.

Information and registration:(514) 931-8731, ideal 1415;Fax: (514) 931-5181;E-mail:literacycntr@dawson college.qc.ca;Website:http:/ /www.nald.ca/litcent.htm


28 ANNOUNCEMENTS LACInternational Literacy Day - Monday September 8, 1997The subject is grammarwith Dennis Baron, University of Illinois,Let's pose some fundamental but provocative questions about grammar as it concerns theteaching of language, literacy and technology

Time: 7:30 P.M. 9:30 P.M.Place: Dawson College. Room 4C- IFee: $3 (at the door)

Why do we teach English tospeakers of English (or French tospeakers of French)?What is the role of grammar inthe language curriculum: is it abasic, as some would claim, ora frill?If we are all concerned withcorrectness in speech andwriting, why can't we ever agreeon just what is and what isnot correct?We may all agree that literacy isa "good thing," important,essential for economic andpolitical survivalbut why thencan't we agree on how to defineliteracy, how to describe itsfunction, or how to measure it?It is a commonplace to claim thattechnology is opening up new

avenues for literacy and placingnew demands on literacybuthow is being digital reallychanging the way we do thingswith words?

We may not be able to answer anyof these questions definitively, butour conversation on September 8should help us to look at thesecomplex issues with increasedsensitivity and sophistication.

About Dennis Baron:Dennis Baron is a professor ofEnglish and linguistics at theUniversity of Illinois.He is author of Grammar and GoodTaste: Reforming the AmericanLanguage (1982); Grammar andGender (1986); The English-OnlyQuestion: An Official Language forAmericans (1990); DecliningGrammar (1989); The Guide toHome Language Repair (1994).

He has also written on suchlanguage issues as Ebonics. officialEnglish, and literacy for theWashington Post. the ChicagoTribune, and the AtlantaConstitution. and he frequentlyappears on radio call-in shows todiscuss language issues. He iscurrently working on a book to becalled From Pencils to Pixels: TheNew Technologies of Literacy.

Who should attend?Experts and non-experts, teachers,tutors, professors, parents, themedia and the general public

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R.S.V.P. To reserve a space,please call Beth Wall at931-8731, ext. 1415 orFax at 931-5182 beforeFriday, September 5, 1997

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Literacy Across the Curriculum Media Focus Vol. 13 No. 13 o997 The Centre for Literacy

,gmy,

VOLUME 1 3 NUMBER 2

1Connecting literacy, media and technology in the schools, community and workplace 1

Faith, hope and data: Are they compatible?Educators get caught in themiddle as the pendulum ofpopular opinion and policyswings between extremes. Butthe current environment oflegislative action againstschools, whether in Ontario orCalifornia, has created anenvironment of hostility andsuspicion that are underminingteachers at every level.

Sheridan Blau, the incomingpresident of the NationalCouncil of Teachers of English,used his inaugural address inNovember to make a passionateplea for respect for divergenttheories and for teachers'professional knowledge andjudgment. He was respondingto recent legislation in hishome state of California wherewhole language has beenvirtually banned fromclassrooms and testing forphonemic awareness has beenmandated for pre-schoolers.

He is not alone in pointing outthat in parts of the US, literacyscholars have been pittedagainst one another and onegroup has been labelledunworthy of respect, of being

heard." "How," he asks, "canpoliticians declare that onemethodology should prevailwhen scholars are still arguingabout it?" Legislators, drivenby popular pressure groups,have opted for "a quantitative,behaviourist priority." Or asStephen Krashen said inanother NCTE session,"Skinner has won."

This imperativealso touches adulteducation. Short-term, job-relatedtraining ispushing broader-based generaleducation to themarginsof an alreadymarginalized field.Despite therhetoric of OECDgovernments about thecentrality of literacy to society,the priorities remain economic,and like testing, funding alsodrives classroom practice.

Learning to liveunderwaterAs Blau noted, however,regardless of policy, the bestteachers have always foundways of balancing divergentphilosophies and methods withstudent needs. He is partlyreassured by the past "almostall policies created in responseto public pressure eventuallyfail." In the meantime, damageis done. Educators, he says,have to take Ken Goodman'sadvice and "learn to liveunderwater," while stillspeaking with a coherentpublic voice for a diversity ofperpectives.

Immediately following SheridanBlau, author Chaim Potokspoke. He began byacknowledging the "we're livingin tumultuous times," butasked, "what's new?... Out of

123456789012345678901234567890123456789012345678901234567890

the tumult,the countrycreates."

This issue looks at some of thetumult and diversity of opinionthat reign in adult basiceducation. Specifically, it

CONTINUED ON PAGE 2

INSIDE.3 To ponder4 Remembering Paulo Freire7 Faith, hope and charity:

What adult educationmeans

8 Media literacy, informationtechnology ind theteaching of English

12 Adult literacy & technology.16 What is being measured?18 Reviews:

Adult literacyU.S. Data CompendiumReferral services

22 Conferences24 Announcements26 At The Centre

The Centre for Literacy Montreal, Quebec

31

2Literacy across the ctunricukaa

The Centre for Literacy3040 Sherbrooke Street West,

Montreal, Quebec, Canada,

Editor: Linda ShohetMedia Editor: Judy Brandeis

Layout & design: Ponctuation GRAM<

Depot legal 1991


The Centre for Literacy/Le centre d'alphabétisationis a resource centre and teacher-training projectdesigned to provide training, research, andinformation services which promote and link theadvancement of literacy in the schools, theworkplace and the community. The Centregratefully acknowledges the support of theNational Literacy Secretariat, Human ResourcesDevelopment Canada, and Dawson College.



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LACSticht's Compendium of Dataon US adult literacyassessments in this centurydoes that. Ip. 18 J.

And with Freire's death, we arealso compelled to examineanother branch of thinkingabout literacy the one thatcounts faith and hope Ipp.4 - 71.

111111111EIR , ifInflifIFIRTF7TFAIII/1111

contrastsvisions thathighlightfaith andhope with thosethat privilege hard data.

If we can find a balanceamong faith, hope and datain education, that would benew. ILS1

Like all other branches ofeducation, we have set up arhetorical frame of "either/or."Researchers rarely crossdisciplinary lines. But onexamination, their conclusionsare often startlingly close.

For example, Tom Sticht,working from a base ofempirical research andcontemptuous ofethnographers, concludes (asdid Brian Street, Vol 12, No. 3)that many adult assessmentscannot say precisely what theyare measuring with functionalcontext test items I Adultassessments, p. 161. In theMontreal workshop of Sticht's1997 North American series onFunctional Context Education,he began by saying "Let no onesay that I have said nothingnew; the arrangement of thesubject is new.."

In our frenzy fof the new, weforget Potok's question: "What'snew?" We have not fullyunderstood or made use of thelearning from the past, and weneed to be reminded and haveit regularly re-presented to us.

3 2

We have not

fully understood

or made use

of the learning

from the past,

and we need to

be reminded and

have it regularly

re-presented to us.


LAC TO PONDER RECO EiDEiI REA INGS 3

On readingand the insideof your head

I can't tell the girl in the blue dressthat this story was silly becauseshe might have a fit. She says ifyou're fmished with that book I'llbring you another one becausethere's a whole box of books leftbehind by patients from the olddays. She brings me a book calledTom Brown's School-Days, which ishard to read, and no end of booksby P. G. Wodehouse, who makesme laugh over Ukridge and BertieWooster and Jeeves and all theMulliners. Bertie Wooster is richbut he eats his egg every morningfor fear of what Jeeves might say. Iwish I could talk to the girl in theblue dress or anyone about thebooks but I'm afraid the Kerry

ik nurse or Sister Rita might find outif and they'd move me to a bigger

ward upstairs with fifty empty bedsand Famine ghosts galore withgreen mouths and bony fingerspointing. At night I lie in bedthinking about Tom Brown and hisadventures at Rugby School and allthe characters in P. G. Wodehouse.I can dream about the red-lippedlandlord's daughter and thehighwayman, and the nurses andnuns can do nothing about it. It'slovely to know the world can'tinterfere with the inside of yourhead.

Frank Mc Court, Angela's Ashes, (NewYork: Scribner) 1996, pp. 201-202.

achinesand poetry(an exchange)

Siebert: Filippo Marinetti,the Italian futurist, said in theTwenties that in about a hundredyears the Danube would be flowingin a straight line at two hundredmiles an hour, this being the effectof speed on the physical world. It'sa confusion born of thisdisjuncture between our ploddingsameness and the speed of themachines we make. There's a greatline at the beginning of TheHunchback of Notre Dame. Thepriest looks out across at thecathedral and right behind him is aprinting press, and he says that thecathedrals are the handwriting ofthe past, but with the printingpress everything will change. Theproliferation of the written wordshifted the burden of telling storiesaway from sculpture andcathedrals. So yes, inventions doshape the imperative behindvarious forms in the realm of art.But the impulse to make that art isthe same. For example, a lot ofpeople say that poetry's dead. Well,no. Poetry's quite alive, but theimperative behind what you say inpoetry and how you say it haschanged, because now you haveprinters and word processors andhigh-speed copiers, and you don'tneed rhyme as much as you oncedid. Rhyme originally existed sothat you could lock a thought onthe air and keep it.

Gelernter: What you say aboutrhyme is relevant in the sense thatrhyme is unquestionably a goodmemorization device and so it hasheuristic value, particularly if youcan't write. Nowadays, however, ifyou write a poem and it rhymes -and by nowadays I mean for the

last several centuries - you're doingit for its own sake, because of themusic of it. By the same token,when computers carry out variousanalytic tasks that we thought wereuniquely human but we now seeare not, we are able to refine ouridea of what humanity really is.Humans will play chess even whenno human has a hope of being thebest chess player in the world, justas we continue to rhyme eventhough rhyming no longer servesany practical purpose. We do it forthe fun of it, because we enjoy it.

Charles Siebert and David Gelernter,excerpt from a forum entitled "OurMachines, Ourselves" in HarpersMagazine, May 1997, p.49.

David Gelernter is a professor ofcomputer science at Yale Universityand author of The Muse in the Machine:Computerizing the Poetry of HumanThought and 1939: The Lost World ofthe Fair. Drawing Lffe is his memoir ofsurviving an attack by the Unabomber.Charles Siebert is a poet andjournalist. His book Wickerby: AnUrban Pastoral will be published inwinter of 1998.

The Centre Tor Literacy Vol. 13 No. 2 1997 Literacy Across the Curriculum Media Focus

33

4 PAULO FREIRE:

RememberingPaulo FreireSince his death last spring, theoutline of his life has beenencllessly retraced -- birth inBrazil in 1921, early work insocial and educational reformnurturing the development ofhis concept of conscientizationas authentic education, aconcept which identifiedliteracy with politicalawareness to empower theoppressed, and became thecore of his doctoral dissertationand the central tenet of hislife's work. Jailed briefly,exiled, but eventuallyacclaimed worldwide for hisvision, Freire lived to see hismethodology used in literacycampaigns in developingcountries and his philosophyembraced as part of thefoundation for participatoryeducation practice in the West.

In journals, on listservs, atconferences this year, he hasbeen eulogized, often in mythicterms. Now the question ishow he will be remembered.

Freire's influence inAmerica: Four storiesThe National Council ofTeachers of English arranged asession at their Novemberconference to honour TheLegacy of Freire. Glynda Hull,who chaired the session,highlighted his association witha questioning model asopposed to a transmissionmodel of education. Thepresenters and audiencereflected the richness of hislegacy but also the potentialdangers of deifying a thinker orreifying a methodology.

Caroline Heller, communityactivist and author of Until WeAre Strong Together, a story ofthe Tenderloin Women's WritingGroup in San Francisco, talkedwith quiet passion of Freire's

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Freire with Berkeley graduate student Stan Goto. This photograph was shared atthe NCTE Detroit 1997 session: The Legacy of Paulo Freire.Photo: Tommy Leonardi reprinted with permission

influence on herself and others."F. spoke in a currency that fewothers in education tradedin...[He stood for[the union oflanguage with need... He knewthat needs that lack a languageadequate to their expressionmay pass out ofconsciousness."

Lucia Villareal, a first gradeteacher in California, invokedFreire as guide in her role asteacher/learner. Since herintroduction to his writing in1972 while she worked in theChicano movement, she saidshe has been guided personallyand professionally by his visionof education as liberation. Shehas moved beyond thebitterness of an oppressedperson and used this vision tocreate communities thatconnect her classrooms to thefamilies whose children learnwith her.

Patricia Stock from Universityof Michigan also shared storiesof her work in inquiry-basedMichigan high school classes3 4

and in communities whereprojects such as "Write for YourLife" helped groups writeproposals for social actionprojects in theirneighbourhoods. Stockpreceded her story byacknowledging some of thecriticisms that have been madeabout Freire's work particularlyconcerning his practices inteaching adult literacy, and theroles played by middle class,bourgeois instructors. Shenoted Prinsloo's concern aboutthe loss of meaning throughexcessive focus on the word.But she insisted that "much ofthe criticism is based on notunderstanding the richness ofFreire's meaning."

Hal Adams, the final panelist,is best known for his work inSouth Side Chicago writinggroups whose participantsproduce The Journal ofOrdinary Thought. For Adams,Freire's thought is crystallizedin the notion that "oppressed/oppressor" is carried within,and if a person is liberated,


LAO PAULO FREIRE:

"this double consciousness istheir gift to the world." He didsay that he has always foundtransforming writing intoaction to be problematic.

One critic has suggested thatFreire traded on hope, faithand trust rather than politicalreality, but Hull agreed thatany tribute would have toinclude critique to be true toFreire's values.

The danger points becameapparent when an audiencemember suggested that Adamswas paying too little attentionto Freire's notion of love. Someof the reactions were closer toadulation than criticalengagement.

I do not believe that Freirewould have welcomed blindworship or the possibility thata method would becomecatechism. In one of his lastpublic appearances, he openlyrejected the role of "god." [Seep. 6].

There are serious criticisms ofhis applied literacymethodologw; in fact, there isno place where thismethodology has lead to thepromised outcomes. There arelegitimate feminist concernsabout his ideology. Not all thecriticism is based on lack ofunderstanding.

Freire's lasting contribution tothe world is his vision of aquestioning model of educationas a necessary, but notsufficient, condition forpersonal, social and politicalliberation. He has influenced,and will continue to influence,individuals and communities.His notions of conscientizationand of literacy as the naming ofcultural and social realitieshave become absorbed intothinking and practices inplaces and ways he could neverhave imagined. They are ideasthat still generate argument.That is power. WSI

Freire's oppositionalodels of education

The banking ortransmission model

Education thus becomes an act of deposition, inwhich the students are the depositories and the

teacher is the depositor. Instead ofcommunicating, the teacher issues

communiques and deposits which thestudents patiently receive, memorize andrepeat. This is the 'banking concept ofeducation in which the scope of actionallowed to the student extends only as

far as receiving, filing and storingthe deposits.

Freire, Pedagogy of the Oppressed(1970)

r.!

Thequestioning

model

Conscientization is the deepeningof the coming of consciousness.There can be no conscientization

without coming first into consciousnessTo work, therefore, in a

conscientizing posture,.. is to searchwith rigor, with humility, without the arrogance of

the sectarians who areoverly certain about their universal certainties,

to unveil the truths hidden by ideologiesthat are more alive When it is said they

are dead.Freire, Pedagogy of the City (1993)

15The Centre for Literacy Vol. 13 No. 2 1997 Literacy Across the Curriculum Media Focus

6 PAULO FREIRE

Paulo Freire: Thoughts in his final year

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Years of experience, suffering,illness and being revered casthim as a godlike figure formany. But a year before hisdeath, in one of his last publicappearances at the WorldConference on Literacy inPhiladelphia (1996), PauloFreire rejected the typecasting.The opening comment of hiskeynote address was,"I am not God."

The speech, more a series ofspoken aphorisms, crystallizedmany of his thoughts over alifetime, including questionsand insights about learning,literacy, knowledge and being.A few of these are captured:

LAC

On education and On fatalism andliteracy change

Education alone cannottransform society but societycannot be transformedwithout education. Thequestion for us is how to dealwith the contradiction.

I don't teach literacy for thesake of teaching literacy.Literacy is more than thetechnique of reading andwriting.

On technologyI struggle against technicianswho reduce everything totechnique.

The question of technology isnot in technology it's in thepolitics of technology.

I could not be an educatorwithout being a politician.

One of the challenges oftechnology and globalization

they demand rapidity.They demand an educationthat improves the capacity ofa student to be him/herself.

On subjectivity andknowledge

What is the role ofsubjectivity in the process ofprobing knowledge?We use the materials lifegives us to create existence.[We have al capacity forrecreating knowledge...

I memorize somethingbecause I know it

I do not memorize it inorder to know it.

Changing is difficult but it ispossible. Change isnecessary....

We have to fight against thepragmatism which statesthat the lack of jobs in theworld is a fatality. A fatalitymeans we have no possibilityto change it.

There are some peopleinterested in never havingpeople understand why theyare poor.

We cannot remain silent inthe face of fatalism. Godcannot be responsible formisery. It is an affront toGod to suggest it.

Notes from Paulo Freire's KeynoteAddress at the Gala ConferenceDinner, 1996 World Conference onLiteracy, ILI, Philadelphia PA,March 12 -15, 1996. [LS]

36

Literacy Across the Curriculum Medio Focus Vol. 13 No. 2 1997 The Centre for Literacy

LAC 7

Faith, hope and charity: What adult education 'means'Allan Quigley

(This fall, US adult educator andresearcher Allan Quigley was giventhe Mattran Award for hiscontributions to adult education bythe Commission on Adult and BasicEducation (COABE). In hisacceptance speech, he reflected onwhat adult education means to himand many of his colleagues whoreceive scant recognition or rewardfor their work. Excerpts from hisacceptance speech at the 1997COABE Annual Conference inDetroit are reprinted from theAAACE Commission on Adult BasicEducation Newsletter, Fall 1997.1

For the past thirty years in thisfield, I've constantly been askedthe same question - by friends,neighbors, strangers sittingbeside me in airplanes. Theyask: "What is adult education?"

I expect everyone here has beenasked this at some time oranother. And, I expect everyonehas come up with some type ofthe answer - usuallydescriptive of the programs oradults who we teach. However,over the past year or so, andespecially since hearing aboutthis award, I've been thinkingthat it would be much moremeaningful - more useful - ifwe were to think about whatadult-education "means."Rather than what adulteducation "is," we might askwhy people in this field get upeach morning and do thiswork? We might ask why weare the last ones out of thebuilding each night? We couldwell ask ourselves why thiswork of ours matters? And,why we do it at all?I've come to the conclusion thatthe answer to the meaning ofadult literacy education lies in

the special characteristics thatare found in the people whomake up this field not in thedescriptions of what programsallegedly "are." And, ... I thinkthere are three salientcharacteristics found in thisfield which are not foundanywhere else with such depth.

First, I think this field has anabiding and enduring sense offaith. Faith in the capacity ofpeople to change. Faith in theability of people to be morethan they are. And, above all,faith in the power of the word -the printed word, the writtenword, the spoken word - tounlock the secrets of theuniverse. It is a small fragilething, but we have faith thatthe word can enable people tochange ourselves included.

Second, this is a field filled withhope. We are hopelesslyhopeful. We hope our studentswill come back next week. Wehope we will have a programnext year. A budget next year.And a job next year. We hopethat sometime - wouldn't it benice to see in our lifetime - thatthe most powerful andwealthiest nation on earth willfinally make a long termcommitment to funding for thisfield.

37

Finally, and above all, this is afield founded and built oncompassion. I don't thinkcompassion is something thatis learned. I don't know how itis taught. But I see it all thetime in this field freely given.It is a unique quality in adultliteracy education I findnowhere else. And it is onereason why I love this field somuch.

When you consider that thepeople who do this work oftenreceive little or no pay; get littleor no prestige in the world ofeducation, or society, yourealize that people do this workmainly because they care.

If faith, hope and charity - orwhat I want to call compassionin today's terms - sound quasi-religious, it's because I believethis field is not just a collectionof courses. It is a calling. And, Ihave been privileged to be partof it....


MEDIA LITERACY IVIFMedia literacy,information technologyDr. Chris Abbott, Lecturer inEducation at King's College,London.Len Masterman, Senior ResearchFellow at the University ofLiverpool.

[This article is an excerpt from anadvisory document produced byChris Abbott and Len Mastermanin February 1997 which considerssome of the major implications ofinformation and media technologies

for the teaching of English. Thecontextfor their analysis is the UK,but their observations transcendnational boundaries and provide a

framework for thinking about thelinks between literacy as conceivedin traditional English teaching andthe broader literacies called for bymedia and informationtechnologies. The full document isavailable as Working Paper inLiteracy, No 2, from The Centrefor Literacy. (LS)]

BOX

Overview:An underlyingassumptionThere is an importantdistinction betweenInformation and ComputerTechnology (ICT) and MediaEducation which needs tobe understood and liesbeneath our summary ofthe position: MediaEducation is both a contentarea and a way of working;ICT, on the other hand, is aset of tools which Englishteachers and pupils canuse. The content of ICT isrelevant only within theTechnology.

In this document, we drawtogether in summarized form:

a) Some common issues andquestions raised byinformation, communicationand media technologies.

b) Some important areas ofdifference.

c) Some key issues andquestions raised by thesetechnologies for Englishcurriculum planning

d) Implications for theNational Curriculum inEnglish (UK) including thebasic components of aneffective media educationwithin English.

[Ed. note: Parts (a) and (b) arereprinted here.]

a) Some common issuesand questions raised byinformation and mediatechnologies

I) Both ICT and the massmedia raise immediatequestions about the impact ofrelatively new and stilldeveloping technologies uponthe traditional processes ofliteracy teaching and culturalcontinuity as embodied withinEnglish. In particular thesetechnologies have unsettledmany of English's most basicassumptions and compelled usall to look again at what wemean by communicativecompetence, reading, writing,criticality, authorship,audience etc. 38

II) The widespread availabilityof and access to thesetechnologies in the UK ....raise questions about theimplications of thesetechnologies for majorities ofpeople. These questions areboth utilitarian (How can theybe used most effectively?) andcultural (What are their widercultural implications?).

The ways in which thesetechnologies will be uSed in theEnglish classroom will be vitalto the wider processes of socialand cultural inclusion orexclusion. Whereas muchEnglish teaching in the pasthas been devoted to thedefense of minority culture,and has produced differentialaccess to cultural andlinguistic competencies, thenew technologies encourage thedevelopment of more pluralisticand diverse perspectives.Information will no longer beunder the control of theteacher, for example, but willbe called up at the discretion ofthe pupil. The new technologiestransform the role ofdevelopment. A pupil's abilitiesin accessing, organizing, andcritically interpretinginformation from the widest


MF MEDIA LITERACY

diversity of sources become of

10paramount importance.

III) Whilst media andinformation technologies arevery different, there is agrowing degree of convergencebetween them, exemplified bythe coining digitalization oftelevision, and the increasinginteractivity between computer,telephone, television, satelliteand cable systems. Thedifferent technologies, then,raise a larger set of commonsocial and cultural issues:about ownership and control ofinformation sources; about thecommodification ofinformation; aboutglobalization and mediaimperialism; about culturalidentity; about the kind ofinformation which does anddoes not get produced, andwhy.

IV) Whilst many of these issuesmay seem somewhat theoreticaland remote from the concernsof most school pupils, in factthey impinge directly on theexperiences of even theyoungest children. Thetechnologies themselves arechild-friendly, and can be usedby children independently ofadults. And children are animportant target market formany commercial and culturalglobal products (Culturalimperialisrh is often referred toas "Coca-Colonization" orDisneyfication," for example).The critical agenda developed bymedia education has a widerapplication across all of thetechnologies and can help to de-naturalize the taken-for-granted

a processes of information andcultural transmission for allschool pupils.

V) Both technologies hold outthe possibility of eitherrestricted or elaborated formsof literacy: of literacy as eithera set of merely technicalcompetencies, or as afuller repertoire of criticalquestions and approaches.VI) Both technologies promisemore interactive ways ofworking than is generallyprovided by paper-based andliterary forms ofcommunication. They raise the

Newer technologies

raise equally

fundamental questions

about the preservation

of democratic and

humane values in an

Information Society.

The new technologies are

implicated in

contemporary discussions

on human rights at

all levels.

basic distinction betweeninformation and knowledge,and help promote anunderstanding of knowledge asa construction, a product of theinteraction of information andthe critical questioning of thelearner.

3 3

V

VII) Both technologies raisefundamental questions ofvalues. Whilst English teachinghas had as its moral centre thenotion of literary value, thebelief that a selective tradition ofliterary texts embodies andcrystallizes those liberal-humanist, civilized and civilizingvalues which lie at the heart ofthe good society, the newertechnologies raise equallyfundamental questions aboutthe preservation of democraticand humane values in anInformation Society.

The new technologies areimplicated in contemporarydiscussions on human rights atall levels. Not only is theexercise of basic political, civiland social rights now highlydependent upon the ability toaccess and interpretinformation from computer andmedia sources, butcommunication rights are nowthemselves recognized asconstituting a distinctive "thirdgeneration" of human rights.These communication rights gobeyond rights of access toinformation to includeexpressive rights (in the word ofone international report, "theright of local communities andminorities of all kinds to maketheir voices heard"), rights toreciprocity and exchange ofinformation rights of access tothose skills and discourseswhich will enable citizens tointerpret, make their own senseof and produce their ownmessages from the newtechnologies.


ED MEDIA LITERACY NIF

VIII) Although we have beenconcerned to stress thefunctional, creative and criticaluses of both media and ICTwithin English, it should beemphasized that we are notadvocating a "technology-centre" approach to Englishteaching, nor any kind ofreduction of English to a seriesof technical operations. Thetechnologies do not replaceEnglish, but call for anextension of the Englishagenda into new areas andusing new tools.

b) Some important areasof difference

I) Basic media and computer"literacies" are very different.They involve the encoding anddecoding of different symbolicforms. Apart from the masteryof keyboard skills, computerliteracy has been, withinEnglish, largely print-based,and the development of printand computer literacies haveproceeded in parallel. Themedia, on the other hand, areprimarily iconic systems whichcan be decoded without formalteaching. Engagement with theidea that the media are indeedsymbolic systems and notsimply reflections of realityconstitutes the beginnings ofmedia literacy.

II) The two technologies havemade their major impacts upondifferent parts of the Englishcurriculum. It is the cultural

implications of the media andthe threat they have posed totraditional literary volumesthat have traditionally been ofgreatest concern and it is in thearea of "critical reading" thatthe media continue to maketheir most significant mark,albeit that the aims andpurposes of "critical reading"

enable teachers and pupils toachieve more easily andcreatively objectivestraditionally associated withEnglish teaching, mediaeducation is a discipline withits own rationale, core conceptsand modes of investigation. It isthus distinct from English (in away that the use of ICT within

A deficit model of ICT sees it as a selection from a

limited number of pre-set tasks, a definition which

might have been true of the drill and practice

programs or interactive adventures of the 1980s but Ls

woefully inadequate for the present day.

are subject to the mostvigorous debate.

ICT has arguably made itsgreatest impact in the sphere ofwriting, where the once"advanced" skills of planning,drafting, correcting, re-draftingcan now be taken with pupilsat KS 1 and 2 [key skills levelsas defined in the UK nationalCurriculum]. However, inrecent years, the advent of CD-ROM multimedia texts andinteractive World Wide Websites has made ICT central toreading too. With speechsynthesis now commonplaceand speech recognitionaffordable, speaking andlistening are also poised tomake use of new tools.

III) In general it can be saidthat whereas ICT is essentiallya set of technologies which can

English is not), though, as atext-centred activity it hasmuch in common with it.

IV) A major distinction betweenICT and Media is frequentlymade on the grounds thatwhereas the media areessentially one-waycommunication systems whichencourage passivity, ICTpromotes greater involvementand interactivity.

In fact a formidable body ofresearch has demonstrated therange and variety ofinteractions which audienceshave with the media, whoseconsumption is generallyintegrated into a whole roundof domestic rituals. Theprimary function of mediaeducation is precisely topromote as wide and

4 Ophisticated range of


MF MEDIA LITERACY 11interaction with the media aspossible. Media literacystudents tend to answer back,shout at, interrupt and carryon a continuous dialogue withtheir media, frequently withinthe social context which isitself complexly interactive. Thekind of interactivity offered byICT in the past comparedrather poorly with even themost limited forms of socialinteraction. The hyperbolesurrounding ICT's interactivitycan even be read as a PRresponse to the considerabletechnical deficiencies ofcomputers in the sphere ofinteraction.

A deficit model of ICT sees it asa selection from a limitednumber of pre-set tasks, adefinition which might havebeen true of the drill andpractice programs orinteractive adventures of the1980s but is woefullyinadequate for the present day.Creating a totally original citywith all its services, usingLOGO to create rather thanplay an adventure andproducing a fully-authoredmultimedia package areactivities which are eons awayfrom previous uses of ICT andthey can be seen in manyclassrooms.

It would be true to say,however, that the lack ofinterest by English teachers inaspects of ICT in society hasmeant that rather less progresshas been made in pursuing thereally interactive questions:how that media has beenconstructed, whose interests itserves, the values implicit in it,what has been omitted from it,and who is allowed and deniedaccess to it.

Media Education Conferences Quick list(see Conferences p. 22 for chronological listing and information sources)

The Second World Summit on Television for ChildrenMarch 9 - 13, 1998, London, UK

MEDIA 98: An International Conference on media,culture, and educationMarch 20 - 22, 1998, University of London, UK

ivre/Second World Meeting on Media EducationMay 18 -19, and 20 -24, 1998, Sao Paolo, Brazil

Literacy in the New MilleniumJune 19 - 20, 1998, New York, NY

,/ National Media Education ConferenceJune 28 - July 1, 1998, Colorado Springs, CO

NYU-London University Summer Abroad Programin Media EducationJune 27 - July 12, 1998, London, UK

Teaching with Mainstream MediaSUMMER 1998, University of Arizona at Tucson,College of Education

ANNOUNCING WORKING PAPER No.2

The Centre for Literacy is publishing a series of occasionalWorking Papers on Literacy.

Paper No.2 is "Media literacy, information technologyand the teaching of English" by Abbott and Masterman.Excerpts of this paper appear on pp. 8- 11 in ,this issue.

I Bound copies can be ordered fromThe Centre for Literacy,3040 Sherbrooke Street West,IMontreal, QC, Canada, H3Z 1A4.

\ In Canada $6; US, $7; Overseas, $8;I prices include postage.

Please make cheques payable toThe Centre for Literacy.

The Centre for Literacy Vol. 13 No. 2 1997 Literacy cross the Curriculum Media Focus

12 ADULT LITERACY AND TECHNOLOGY

Adult literacyand technologyExcerpts from a discussionpaper by David Strong,researcher

[David Strong wrote a discussionpaper on Adult Literacy andTechnology (with an emphasis onusing multimedia) in spring 1997,during an internship at The Centreas completion of a graduaterequirement at ConcordiaUniversity, Montreal. An editedversion of the paper will beavailable as a Working Paper onLiteracy in 1998. The excerptsbelow touch on some of the keyissues. The full bibliography is inResources, p. 14 I.

ResistanceWhile technology in the schoolsystem is generally accepted,there has been much moreresistance in adult education.Turner (1993) writes that thismay be attributable to the factthat adult education tends tobe "highly humanistic andprocess-oriented." (6) That isnot difficult to accept, giventhat much of the softwareactually used in adult literacy(often out of date) belongs tothe old drill and practice (alsoknown by some practitioners as"drill and kill") typology.

Resistance may also be afunction of the dearth of soundresearch in the field, noted bynumerous authors (Rachal1995; Turner 1993). Rachal'sreview of the experimentalliterature published between1979 and 1994 demonstratedmany shortcomings in theresearch:

(Dlesign details were sometimesleft inexplicably vague.... Otherdesign flaws or ambiguitiesrecurred with unnervingfrequency; for example the size

of the control and experimentalgroups was not always clear,nor was the period of timedevoted to CAI within theexperimental groups. N's(numbers of participants) weresometimes small, andtreatment periods weresometimes short... Not least,the abilities of the individualinstructors were rarelyassessed, and few studiesindicated whether the teacherswere the same or different evenwhen one site was used. As forthe experimental groups, CAIcan only be as good as thesoftware. Such limitationsshould give pause to the CAIenthusiast.... futureresearchers should be attentiveto and scrupulously avoid thesedesign weaknesses andambiguities in reporting.(Rachal 1995, 250)

LACprograms, but by adultliteracy's marginal statusthat is, not being a "separatefield in education, with its owntheories, research base, andaccepted standards" (47).

Staff trainingThe other commonly reporteddeficit is in terms of humanresources: the ability to hiremore, and better qualified,staff, and to do regular in-service training. Voluntarismremains a mainstay of theadult literacy movement. Oftentechnology fails to be used toits full potential because staffdon't have enough time,another way of saying thatthere are insufficient resourcesto permit someone to take thetime required to really become

...Rachal acknowledged the inherentdifficulty of adhering to rigourous

experimental controls "on a population whose

participation in such programs isusually voluntary and is commonly marked

by irregular attendance andsubstantial attrition".

Still, Rachal acknowledged theinherent difficulty of adheringto rigourous experimentalcontrols "on a populationwhose participation in suchprograms is usually voluntaryand is commonly marked byirregular attendance andsubstantial attrition" (250). AsTurner (1993) has pointed out,the problem is compounded,not only by a serious lack ofsound assessment andevaluation in most literacy 49

proficient with the technology.At this point, it is still amistake to believe that evencomputer-friendly learnerswon't need teachers. And asTurner observes, the attempt toaccommodate more learnersthrough using "teacher proof'technology, "billed as requiringlittle more than an assistant toflip the power switch" doesn'twork (60).

In a study at the CumberlandCampus of Nova Scotia


LAC ADULT LITERACY AND TECHNOLOGY 13Community College, 80% oflearners in a literacy researchand development projectwanted more, not less contactwith an instructor: "Studentsfelt they had learned butwanted the personal input fromthe instructor to confirm thatthey were learning" (Moore1993, 6).

MultimediaThe advantages of multimediafor the adult learner includesmany of the desired elementsfrom other technology-basedlearning tools, plus a fewothers unique or at leastmore strongly realizable in

At this point,

it is still a

mistake to believe

that even

computerfriendly

learners won't need

teachers.

multimedia. Of courseinteractivity, individualizationand learner-paced arefundamental qualities (Vrasidas1995, 4). Multimedia can alsomore convincingly simulate,and thus "bridges conventionallearning and the workplace (orwherever these skills might beapplied); building a real-worldlearning environment to whichthe learner can bring manydifferent skills" (Bixler andSpotts 1992, 14).

Work citedBixler, Brett and John Spotts. 1992. Integrating visual imagery intoworkplace literacy computer software. In: Art, science & visualliteracy: Selected readings from the annual conference of theInternational Visual Literacy Association, Pittsburgh, PA, 30September - 4 October. ERIC, ED 363319.

Moore, Andrew. 1993. Computer assisted instruction (ILS)for adults.Paper presented at the annual international conference of theNational Institute for Staff and Organizational Development onTeaching Excellence and Conference Administrators, Austin, TX, 23-29 May. ERIC, ED377897.

Rachal, John R. 1995. Adult reading achievement comparingcomputer-assisted and traditional approaches: a comprehensivereview of the experimental literature. Reading Research andInstruction 34 no. 3: 239-58.

Turner, Terilyn C. 1993. Literacy and machines: An overview of theuse of technology in adult literacy programs. Philadelphia: NationalCenter on Adult Literacy. ERIC, ED 356408.

Vrasidas, Charalambos and Bruce R. Harris. 1995. The developmentof an interactive multimedia CD-ROM: Lessons learned. In: Eyes on thefuture: converging images, ideas, and instruction. Selected Readingsfrom the annual conference of the International Visual LiteracyAssociation, Chicago, 18-22 October. ERIC. ED391496.

Presenting information indifferent modes (auditory,textual, graphically) can enableadult literacy learners to gobeyond what they might beable to do if restricted to onlytextual materials. Well-designed multimedia can moreeasily accommodate differentlearning styles (for example,visual, kinaesthetic, auditory).All of the above characteristicsof multimedia can increaselearner motivation (Vrasidas1995; Moore 1993). Moorereported that studentsfrequently arrived early, leftlate, and worked throughbreaks so they could have more

43

computer time. Attendance alsoimproved. It should be notedthat this was only an 11-weektrial. Questions can be askedabout how much of thismotivating effect is due tonovelty. There is a need to seemore long term studies in thisarea, as in so many otheraspects of adult literacyeducation.

David Strong is an adult educationteacher and researcher who hasstudied literacy and technologyand developed software. He is atrainer at the Centre for The NewReading Disc.


14 RESOURCES: ADULT LITERACY AND TECHNOLOGY

The Centre for Literacy hasrecently added a number ofresources to the vertical filesection of our literacy & teachingcollection.

Adult literacy andtechnology: A selectedbibliographyprepared by David Strong,researcher

Anderson, Jonathan. 1991.Technology and adult literacy.London: New York: Routledge.

Bixler, Brett and John Spotts.1992. Integrating visual imageryinto workplace literacy computersoftware. In: Art. science & visualliteracy: Selected readings from theannual conference of theInternational Visual LiteracyAssociation, Pittsburgh, PA, 30September - 4 October. ERIC, ED363319.

Bixler, Brett and Eunice Askov.1994. Characteristics of effectiveinstructional technology. ERIC,ED377377.

Bruce, Bertram and Andee Rubin.1993. Electronic quills: A Situatedevaluation of using computers forwriting in classrooms. Hillside, NJ:Lawrence Erlbaum Associates.

Burge, Elizabeth J. et al. 1984.Communications and informationtechnologies and distance educationin Canada. New technologies inCanadian education series. Paper5. Toronto: TV Ontario, Office ofDevelopment Research.

The Centre for Literacy. 1996.Evaluation of The New ReadingDisc: Results of a survey from 38Canadian sites, 1996. Montreal:The Centre for Literacy.website:www.nald.nald.ca/litcent.htm

Congress of the U.S., Office ofTechnology Assessment. 1993.Adult literacy and new technologies:Tools for a Lifetime. Washington,D.C.: Office of Technology

Assessment. ERIC, ED361473.Constanzo, William. 1994. Reading,writing, and thinking in an age ofelectronic literacy. In Literacy andcomputers: The complications ofteaching and learning withtechnology, eds. Cynthia Selfe andSusan Hilligoss, 11-21. New York:Modern Languages Association ofAmerica.

De Bruijn, H.F.M. 1995. Cognitiveapprenticeship in a CAL-enviromnent for functionallyilliterate adults. InstructionalScience 23 no. 4: 221-241.

D'Ignazio, Fred. 1992. Teaching,learning, and the transformation ofknowledge. The Computing Teacher20, no. 2: 54-55.

Dryden, L.M. 1994. Literature,student-centered classrooms, andhypermedia environments. InLiteracy and computers: Thecomplications of teaching andlearning with technology, eds.Cynthia Selfe and Susan Hilligoss,282-304. New York: ModernLanguages Association of America.

Forth, Steven. 1996. Culture &convention in multimedia intey'acedesign. http:/ /dna.bc.ca/gallery/lisa.html (10 Dec.).

Gillies, Donald J. 1990.Technological determinism inCanadian telecommunications:Telidon technology, industry andgovernment. Canadian Journal ofCommunication 15 no. 2: 1-15.

Gretes, John A. and Michael Green.1994. The effect of interactive CD-ROM/digitized audio coursewareon reading among low-literateadults. Computers in the Schools 11no. 2: 27-42.

Hedley, Carolyn, W. Eugene Hedleyand Anthony Baratta. 1994. Visualthinking and literacy. In Literacy: Aredefinition, ed. Nancy J. Ellsworth,Carolyn Hedley and AnthonyBaratta, 109-26. Hillside, NJ:Lawrence Erlbaum Associates.

4

LACHollin, Freda, et al. 1995. Basicskills software guide for the AppleMacintosh, Acorn Archimedes, RmNimbus, Ibm Pc and compatibles. 2ded. London: Adult Literacy andBasic Skills Unit (ALBSU).

Hopey. Christopher E. et al.1994.Voices from the field: The useof computer technology in adultliteracy. Philadelphia, PA: NationalCenter on Adult Literacy. ERIC,ED375248.

Kemp, Jerrold and Don Smellie.1994. Planning, producing, andusing instructional technologies. 7thed. New York: HarperCollins.

Logan, Robert K. 1995. The fifthlanguage: learning a living in thecomputer age. Toronto: Stoddart.

Mace, Jane. 1992. Talking aboutliteracy: Principles and practices ofadult literacy education. London:Routledge.

McKeown, Sally. 1995. Literacy-a talking cure. Times EducationalSupplement (12 May): TES2-21.

Moeller, Babette. 1993. Literacyand technology. New York: Centerfor Technology in Education, BankStreet College of Education. ERIC,ED366316.

Moore, Andrew. 1993. Computerassisted instruction (ILS)for adults.Paper presented at the annualinternational conference of theNational Institute for Staff andOrganizational Development onTeaching Excellence andConference Administrators, Austin,TX, 23-29 May. ERIC, ED377897.

Morris, J. Morgan. 1994. Computertraining needs of older adults.Educational Gerontology 20 no. 6:541-55.

National Literacy Secretariat,Ottawa. 1994. Guidelines andSupport Materials for the Acquisitionof Computer-Based Adult LiteracySystems. Ottawa: National LiteracySecretariat.


RESO CM: LI

Office of Technology Assessment.1993. See Congress of the U.S.

Papert, S. 1987. Computercriticism vs. technocentricthinking. Educational Researcher16: 22-30. Cited in Bruce andRubin 1993, 7.

Preston, Christina. 1995. 21stcentury a to z literacy handbook:Linking literacy with software.London: Project Miranda.

Rachal, John R. 1995. Adultreading achievement comparingcomputer-assisted and traditionalapproaches: a comprehensivereview of the experimentalliterature. Reading Research andInstruction 34 no. 3: 239-58.

Rose, David, Anne Meyer and BartPisha. 1994. Out of Print: Literacyin the Electronic Age. In Literacy: ARedefinition, ed. Nancy J.Ellsworth, Carolyn Hedley andAnthony Baratta, 55-60. Hillside,NJ: Lawrence Erlbaum Associates.

URN LOU RACV A '0 MCHNOLOGY

Tuman, Myron C. 1992. WordPedect: Literacy in the computerage. Pittsburgh, PA: University ofPittsburgh Press.

Turner, Terilyn C. 1993. Literacyand machines: An overview of theuse of technology in adult literacyprograms. Philadelphia: NationalCenter on Adult Literacy. ERIC, ED356408.

Vrasidas, Charalambos and BruceR. Harris. 1995. The development ofan interactive multimedia CD-ROM:Lessons learned. In: Eyes on thefuture: converging images, ideas,and instruction. Selected Readingsfrom the annual conference of theInternational Visual LiteracyAssociation, Chicago, 18-22October. ERIC, ED391496.

Yaden, David B. et al. 1994.Authentic literacy assessment:NASA technology addressing adultilliteracy. Computers in the Schools11 no. 2: 73-83.

"Education andTechnology Month"

@The Centre for Literacy

February 15 - March 15, 1998

15

Try out a selection of over 75 softwareproducts in adult literacy, mathand basic skills

Take part in informal discussion groupsaround the impacts and implications oftechnology in education.Tuesday, February 17, 1998 2:30 4:30 p.m.Wednesday, March 4, 1998 7:30 9:30 p.m

Preview our Numeracy andTechnology Trunk

Book appointment times with the Centre


ResourcecataloguesupplementavailableThe Centre for Literacyhas produced aSupplement to itsResource Catalogue.The Supplement, whichcontains a listing ofalmost 500 new items thatwere added to thecollection between June1996, and June 1997 isavailable on-line atour web site:www.nald.ca/litcent.htm)

A bound copy can beordered for $5. TheSupplement isincluded at no extracharge with any order forthe full Catalogue at $25.

Please make chequespayable to The Centrefor Literacy.

4

Vol. 13 No. 2 1997 Literacy Across the Curriculum Media Focus

ADULT COMPETENCY ACAdult competency assessment: What is being measured?The case of CASAS[The following notes are excerpts

from several postings to the NLAlistserv in February 1997 by TomSticht and Paul Erickson from theCWELL Action Research Center inSan Diego.([email protected]) They arereprinted with permission of TomSticht. Ed]

In working on the Equipped forthe Future (EFF) study of theNational Institute for Literacy in1996, the CWELL reviewedprevious large-scale projects byfederal and state governmentsto provide a new adult literacyeducation system. In the lightof recent calls for governmentaction to provide leadership inreforming adult literacy ,

education, it may be useful ininforming the presentdiscussion to review other majorprojects by state and federalgovernments to implement thereforms called "competency-based adult education-CBAE"[See Questions BOX]

The CASAS project:An overviewAs a major part of itscompetency-based adulteducation initiative, in 1980the California Department ofEducation, Adult EducationUnit, initiated the CaliforniaAdult Student AssessmentSystem (CASAS)

CASAS was designed to enableadult educators to develop andevaluate a life skill curriculumlinking instruction andassessment. Today, CASAShas participants in 49 states,and the name has beenchanged to the ComprehensiveAdult Student AssessmentSystem. The CASAS testingand curriculum referencingsystem is used in adulteducation programs forcontinuation high schools,juvenile court schools,correctional institutions,alternative high school

QuestionsResearch may find it useful to ask: "How good was and isthe initial and continuing research that provides the basisfor decisions costing millions of scarce adulteducation monies?"

Practitioners and administrators may fmd it useful to ask:"What is the evidence being offered that new reform willlead to different program content and methods that I canuse to improve(1) *participation* (including retention and attention)

of students,(2) *achievement* of learning and transfer of learning

outside the classroom (including entering neweducation or training programs, attending college,improving communities or improving adult's chancesfor employment and/or higher wages where these aregoals), and

(3) *prevention* of learning problems of children inand/or out of school for those with children or whowill have children?"

4 6

completion, welfare, familyliteracy, employability,workplace literacy, English as asecond language. GeneralEducation Development (GED)preparation and adult basiceducation (CASAS (June 1995).National Summer Institute1995: Assessment in an Era ofChange. San Diego, CA:CASAS)

CASAS has been validated asan effective approach to adultliteracy education by the USDepartment of Education, andis included in the NationalDiffusion Network. Accordingto the CASAS Quarterly Reportfor Winter 1996-97, state-wideadoption in more than 15states use the entire CASASsystem the CASAScompetency list, curriculummaterials, and tests on anongoing basis.

Some "criticisms" of theCASAS projectSome of the criticisms concernthe validity of the CASAScompetency tests, some theusefulness of the instructionalguidance provided by the tests.None of the criticisms areunique to the CASAS; they areapplicable to the NALS (and itscommercial version the Tests ofApplied Literacy Skills) andother standardizedassessments using complextasks as test items.

Validity criticism: What isbeing tested?As noted in an earlier posting,the Adult Performance Level(APL) researchers stated, "Theknowledge, skills, and abilitiesthat an adult possesses withina specific area overlap withknowledge, skills, and abilities


LATC14 ADULT COMPETENCY 17

in other areas." The CASASmanual for item writing (1983,p.1) [See Box] makes a similarpoint about the overlap of skillsand knowledge within a giventest item:

This overlap of skills (reading,writing, speaking listening) andcontent knowledge areasillustrates one of the difficultiesin determining the validity ofassessments that use complex,real world tasks (including theAPL and the recent NALS). Theproblem is that it is not clearwhat is being measured, andthat is the determining featureof validity. That is, a valid testis one which measures what itis supposed to measure andonly that! But as the CASAStest manual makes clear, whenone has administered a CASAStest item, it is not clear justwhat has been measured, andthis is especially important for

godetermining what one shouldteach when tasks are notperformed properly.

Problems withinstructionaldecision-makingPossibly because of theunknown nature of just whatcompetence is involved in

Overlap of skills andknowledge

In a competency-basedinstructional program,assessment should reflect lifeskills as described by clearlydefined competencystatements. A functionaltransfer, multiple-choicecontext is used [in CASAStests] because it measures astudent's ability to transferlearning from the classroom toreal-life situations (assimulated by paper and penciltests).

performing the various CASAStest items ( and similar complextask oriented tests), teachersoften do not know exactly whatto teach even if they know what"level" of instruction to assignstudents. In a study of theimplementation of the CASASassessment and other CBAEmethods in California, ",themajority of instructorscommented in interviews thatkeeping records of individualstudent competency attainmentparticularly in ESL classeswas "not helpful," "notattainable," or "not feasible."(p.22) Adult Educationinstructors "...frequentlyexpressed the concern that acompetency-based life skillsapproach, at least as defined byextsting competency lists, wasnot appropriate for theirstudents." (p.40) (It should benoted, though, that all ABEstudents interviewed reportedthat at least some of the "lifeskills" education was useful.)(p.40) (Judy Alamprese & Others(1987, March) CBAE EvaluationStudy Report, Investing in Change:Competency-Based Adult Educationin California, San Diego, CA:Comprehensive Adult AssessmentSystem).

e OXA word of caution must,however, be noted. The use ofthe functional transfer contextgenerally tests the use of two ormore skills. Therefore, thiscontext is not appropriate initself for diagnosingweaknesses in specific skillssince it is difficult to determinewhich skill was performedincorrectly.


The following example of thefunctional transfer context canillustrate this point. Supposean item requires the examineeto balance a checkbook. If the

4 '7

Though teachers may beprovided with lists of thecompetencies that theirstudents did not perform wellon in a CASAS test, it has beennoted that in many cases thetests do not contain enoughitems that measure the samecompetency to provide a reliableestimate of a person'scompetence in the given area.(Gregg Jackson, Chapter 3 in TomSticht(1990 January). Testing andAssessment in Adult BasicEducation and English as SecondLanguage Programs.Washington,DC: US Department of Education,Division of Adult Education andLiteracy.)

Criticism of the CASAS by theGeneral Accounting Officeincluded comments by ESLteachers who were dissatisfiedwith the CASAS test as ameasure of how well adulteducation students learned tocommunicate in English. Someemployment training staff saidthat the CASAS test did not givethem sufficiently specificinformation about their clientsor focused too much on lifeskills. (General AccountingOffice(1995, September), AdultEducation: Measuring ProgramResults Has Been Challenging(GAO / HEHS-95-153).

examinee answers the itemsincorrectly, which one (or more)of the following problems is thecause? Is it the exarninee'sinability to read or comprehendthe verbal material? Is it theexaminee's lack of familiaritywith the use of a checkbook orlack of familiarity with thespecific type used as theillustration for the item? Or is itthe examinee's inability tocompute the correct answer?The specific skill diagnosiscannot be determined."Source: CASAS manual 1983

Vol. 13 No. 2 1997 Literacy Across the Curriculum Media Focus

316

What doadult literacyassessmentsmean?

'ts 1105- :: s-:

lt.i.l'avre.012.44 ,14"rofmr.

Adult Literacy in the UnitedStates: A Compendium ofQuantitative Data andInterpretive Comments, ThomasG. Sticht, Applied Behavioral &Cognitive Sciences, Inc. andWilliam B. Armstrong, SanDiego Community CollegeDistrict, 1994. *

reviewed by Linda Shohet

This report recasts oldinformation to create newknowledge which should bepart of the required knowledgebase of any policy maker,researcher or teacher trying tograsp the meaning of large-scale literacy assessments inrelation to public policy,program development andclassroom practice.

Tom Sticht and WilliamArmstrong, with a grant fromthe National Institute forLiteracy, though in no wayreflecting the position of thefunder, have produced aninvaluable reference text thatcalls into question muchcurrent literacy assessment,including the assertion thattesting with tasks from dailylife is a recent innovation.

Outlining and commenting onmajor US adult literacyassessments from 1917 to1993, Sticht and Armstrongreview early military testsbeginning with the World War IArmy Alpha test for literatesand Beta tests for non-literates,and working through to thefirst civilian test designed byGuy Buswell in Chicago in1937 using "functional real

world" materials -- like thosein the 1993 National AdultLiteracy Survey (NALS). Theysurvey the 1971 NAEP, the1971 Harris surveys, the early1970's Adult PerformanceLiteracy (APL) studies, the 1986Young Adult Literacy surveythat developed the Prose,Document and Quantitativescales used for the NALS in1993. Although they completedthis text before the IALS wasreleased, their conclusionswould not be changed if it wereadded.

The Compendium is dividedinto an introduction and threeparts. The introductionprovides the theoreticalframework for theirinterpretations built onconcepts drawn from thecognitive sciences. Theseinclude emphasizing the role ofknowledge in literacy, thedevelopmental nature ofliteracy with adult abilityrooted in childhood processes,and the constructive and socialnature of cognitive development(including literacy).

Part I summarizes the majorassessments listed above and

REV[IIEW ACgives examples of many testitems with commentary. Part II EAlooks at several Special Topicsincluding studies of theassessment of listening andreading skills of adults, theintergenerational transfer ofliteracy, and relationships ofliteracy to occupations and jobperformance. Finally, Part IIIoffers data and comment onthe Testing of Adult LiteracyDevelopment in EducationPrograms using examples ofchanges in literacy skills inprograms from three states, aswell as reading gain score datafrom around the US, and dataon longitudinal changes as afunction of participation inprograms for up to three years.

While there are many whodispute the accuracy orpertinence of standardizedtests in general, and inparticular, for adult literacy orbasic education students,there are few who woulddispute that testing has been,and remains, a driving force inAmerican education. In thepast decade, Canada, the UKand Australia have beenadopting literacy testing modelsand, since the InternationalAdult Literacy Survey, manyOECD countries are followingsuit.

You do not have to agree withall the interpretations, but theSticht &ArmstrongCompendium puts large-scaleliteracy assessment intohistorical perspective andraises some explicit questionsabout what these tests meanand implicit questions aboutwhy they have been, andcontinue to be, given on aregular basis. [See BOX p. 191[LSI

4 8

Literacy Across the Curriculum Media Focus Vol. 13 No. 2 1997 The Centrre for Literacy

LAC REVIEW 19

BOX

Some of the findings & interpretative commentsMost tests of "intelligence" or "aptitude" areremarkably like "literacy" tests, relying onvarious combinations of reading, writing,listening, or computational tasks. (xi)

Highly literate adults perform well and endup being rank-ordered in a similar manneracross numerous tests of "intelligence,""aptitude" or "literacy." They do this becausethey possess an extensive knowledge base inlong term memory and an efficientinformation processing system inworking memory. (xi)

To achieve high levels of literacy, adults mustdevelop an extensive knowledge base andefficient information processing skills forreading and writing. Since these requiredevelopment over time, "adult programsmust either retain adults for long periods oftime, or stimulate adults to engage inextensive reading and writing outside ofprograms, or both. However, present adultliteracy programs do not focus on developingany particular bodies of knowledge, except toa limited degree in GED preparation.

When time is limited, programs may developa fairly extensive body of knowledge in arestricted domain, in a fairly briefperiod...However, there is reason to questionwhether this new knowledge will be retainedunless it is actually used either in additionaleducation and training programs or inday-to-day activities."(xi)

Practice in reading is important."[A]ssessments... show that years ofeducation, amount of practice and increasedskill go together...Extensive free-readingpractice may be as important as directinstruction in producing higher levelsof literacy." (xii)

Despite debate about suitable test items,whether multiple-choice or constructedresponse, "academic" or "real world," there isa remarkable similarity among test itemsover the last 75 years. (xii)

Findings have remained similar over 75years, e.g. higher educated adults performbetter than less educated; younger adultsperform better than older; higher incomegroups perform better than those with lowerincomes.

"This suggests that, if the concern is simplyto identify adults who are high, medium orlow in literacy skills, consideration should begiven to research for identifying the mostcost-efficient methods of assessment. Forinstance, the very simple vocabulary andparagraph comprehension tests of the ArmedForces Qualification Test (AFQT) produceabout the same distribution of adults in fiveliteracy levels as does the more extensive(and expensive) National Adult LiteracySurvey (NALS)." (xii)

In the adult literacy programs studied, datafrom pre- and post-test scores and gainsshowed programs are "uniformly successfulin increasing adult literacy skills by 0.5 to1.5 "years" in anywhere from 1 to over 200hours of instruction. This observed gain isonly minimally influenced by the enteringlevel of adult's skills or the hours ofinstruction between pre- and post-tests." (xiv)

The data for those who remained in programsfor more than a year were limited; however,based on average scores for programs (asopposed to individuals) students tended toshow little gain after the first post-test.Generally, when "standardized tests werecriticized as invalid indicators of what wasactually learned, no alternative indicators ofgrowth in achievement were reported." (xv)

This document can be downloaded from theNational Adult Literacy Database at www.nald.caIt can be borrowed in hard copy from The Centre forLiteracy.

The Centre for Literacy Vol. 13 No. 2 1997 Literacy Aáross the Curriculum Media Focus

20

Do referralservices work?A studyIncreasing awareness forsuccessful outcomes: Referralservices in Quebec, A ResearchReport, by Mandie Aaron,Literacy Partners of Quebec,1997. 26 pp.

reviewed by Linda Shohet

In 1996, Literacy Partners ofQuebec hired a researcher todo a needs assessment of thetelephone referral process forEnglish-speaking adultliteracy learners in Quebec.They wanted to identify aspectsof the LEARN Line processwhich worked effectively andthose which needed refinement.The study examined whathappens after the initial call tothe LEARN Line is made;whether or not callers continueon to the next stage and why; ifnot, why not. It asked howsuccessful callers are inaccessing services and lookedat what conditions led topositive outcomes.

REVIEW LAC

Onepositive outcome of thestudy is this publication whichshould be useful to providers ofreferral services. The questionsthey asked are of broad interest[See BOX on UK referrals] andthe findings, while disappointing,can be used to inform changesin practice not only by thereferral service providers butultimately by the educatorswho are supposed to beproviding the end-product.

The report is dividedinto three sections.The first gives a generaloverview of thedemographic findings ofthe survey anddiscusses responsesfrom callers who calledthe LEARN Line forthemselves, responsesfrom callers who called tofind services for someoneother than themselves,and responses fromindividuals who called tovolunteer their services.

Another section discussesinterviews with the directorsof eight regional literacycouncils to give an overviewof their referral procedures.Since there is no 1-800-

number in the province, theyare responsible for referral intheir respective areas and donot follow a uniform procedure.The final section is a summaryof recommendations andconclusions. Appendicesinclude the interview protocoland the intake form used forthe LEARN line referral service.

Excerpts from the Conclusions...the majority of respondents were very happyto share their experiences. They were glad thatsomeone had called to inquire about theprogress they had made and were pleased thatsomeone was taking an interest in them.

While this study provided answers to manyquestions, it also raised many potential areas ofinquiry. What, for example, is stopping peoplefrom following through on the process? Why dosome tutors take the training and thenwithdraw before they are even matched with astudent? Why do some students remain with atutor or in a class while others drop after thefirst few sessions?... 5 0

Other issues raised by this study need to beaddressed by the different literacy councils andservice providers themselves. The mostimportant issue ... is why so few students in theMontreal area actually receive the help they areseeking. In this study, 42 per cent (n=31) ofstudent callers received any form of help at all.Of those, only 7 per cent (n=5) were sufficientlysatisfied with the help to stay with it. Issuessurrounding tutor effectiveness, studentreliability, first-language of students, supportfor tutors, motivation etc., are not part of theLEARN Line's mandate and need to beexamined by the literacy councils and serviceproviders. Addressing these issues in acooperative manner could help significantly toimprove the literacy services offered in thisprovince.


REVIEW 21Telephone interviews were usedto gather information fromindividuals who hadtelephoned the LEARN Lineduring the twenty-four monthperiod between March 1, 1994and February 29, 1996. 393calls were made during thisperiod.

The researcher attempted toreach all 393. Calls were madeon different days and atdifferent times of the day, butit was difficult to contact manyof the individuals targeted.This is a mobile population. Inaddition, due to assurances ofconfidentiality, it was notpossible to leave a message forpeople when they were not athome and they were left out ofthe study after a minimum oftwo attempts to contact them.In the end, 140 individualswere interviewed, of whom 123provided pertinent information.

The researcher identifies oneproblem with the researchdesign. Direct comparisonscannot be made betweenservices in Montreal (a largeurban centre) and those inoutlying regions (mainly rural,or if urban, then withextremely small English-speaking populations). For theMontreal area, only thoseseeking services , i.e. studentsand tutors, were interviewed.No information was obtainedfrom the service providers. Inthe outlying regions, onlyadministrators of the regionalliteracy councils wereinterviewed. She suggests that,to make comparisons, furtherresearch could includeinterviews with theadministrators in the Montrealarea and with students in the

10 regions.

The researcher notes severaltimes that the percentage ofrespondents gettinginformation from radio andtelevision may be higher thanreported, because those citingthe Yellow PagesTM had to havebeen directed there, which iswhat the TV and radio ads do.As determined in similarstudies, TV and radio areeffective ways of reaching thistarget population.

Among the findings is that 32%of the student callers do notfollow up the referrals given.42% did receive services, butonly 7% of them were stillin classes or working with atutor when they were surveyed.This moreor less confirmsgeneral estimates of between5% and 10% of adult literacystudents actually receivinghelp. The researcher foundthat several students askedagain for the referrals when shecalled. Among herrecommendations was that afollow-up call within twomonths of the initial call couldmake a difference. Thisrecommendation has alreadybeen acted upon according tothe LEARN service. Otherconclusions have to be takenup in other arenas [See BOX,p. 20]. Naming the needs is afirst step.

Copies of the report areavailable for $10 (includingpostage and handling) fromLiteracy Partners of Quebec,3040 Sherbrookes Street West,Montreal, Quebec, H3Z 1A4,Tel.: (514)931-8731, ext 1413;Fax: (514) 931-5181

51

Referral Servicescan be improved -an exampleThe Basic Skills Agency(formerly ALBSU) in UK hasrun a 0800 Telephone ReferralService since 1980. Whenthey had it independentlyevaluated it in 1994, it wasjudged a disaster. "While thetelephone part of the serviceoperated fairly effectively, fewof those who called the 0800number were ever contacted."Although they consideredclosing the service entirely,they decided there were strongreasons to have it and setabout correcting theweaknesses. When re-evaluated in 1997, although itstill needs further attention,the service was muchstronger.

Findings in 1997:63% of callers were followedup compared to 22% in 1994.54% were contacted within aweek of the call.75% called within a few daysof finding out about theService.39% found out about thenumber through TV and41% through radio ads.86% rated the Service asgood overall compared with32% in 1994.82% were satisfied with thefollow-up.50% did not enrol in acourse (33% of these hadbeen followed up anyway).31% were currently in acourse. All said they foundthe course useful.

Source: Basic Skills,September/October 1997, TheBasic Skill Agency, pp. 4-5.


22 COMMENCES LACChr Each:DokeConference LAstAngL©tllThe 23rd International LearningDisabilities Association ofQuebec Conference (LDAQ)March 19 - 21, 1998Montreal, QCInformation: LDAQ, Tel: (514) 847-1324; Fax: (514) 281-5187

Illowd/antern tAmeall

Writing Across the DisciplinesConference"Making Connections VI"February 13, 1998Florida International UniversityInformation: Robert Ratner, WritingAcross the Disciplines, FloridaInternational University, Miami,FL 33199,Tel.: (305) 348-3327

Fourth International Pedagogyand Theatre of the OppressedConferenceMarch 5 - 7, 1998University of Nebraska, OMInformation: Rita Shaughnessy,Tel.: (402) 595-2355;E-mail:[email protected]

Canadian Labour ForceDevelopment BoardLabour Market Partners' ForumMarch 9 -10, 1998Toronto, ONInformation: Tel.: (613)233-5179;Fax: (613)233-4766; 1-800-342-7146;Web site:www.clfdb.ca

The Second World Summit onTelevision for ChildrenMarch 9 -13, 1998London, UKInformation: The Second WorldSummit on Television for Children,c/o Event Organisation Company, 8Cotswold Mews, Battersea Square,London SW11 3RA, Tel.: 011 44 171228 8034, Fax: 011 44 171 924 1790,E-mail: [email protected]

32nd Annual Teachers ofEnglish to Speakers of OtherLanguages (TESOL)Convention & ExpositionMarch 17 -21, 1998Seattle WAInformation: Tel.: (703) 836-0774;Fax: (703) 836-7864;E-mail: conv@tesoLedu;Web site: www.tesol.edu

Technology and Persons withDisabilities13th Annual InternationalConferenceMarch 17 - 21, 1998Los Angeles, CAInformation: Tel.: (818)677-2578;Fax: (818) 677-4929;E-mail: [email protected];Web site: www.csun.edu/cod/

MEDIA 98An International Conference onmedia, culture, and educationon the eve of the new milleniumMarch 20 - 22, 1998University of London, UKInformation: Cathy Bird, ConferenceOffice, Institute of Education,University of London, 20 Bedford Way,London WC1H OAL, Tel.: (171) 6126017;Fax: (171) 612 6402;E-mail: [email protected];Web site: www.ioe.ac.uk/media98

Association for Supervision andCurriculum Development (ASCD)March 21 - 24, 1998San Antonio, TXInformation: ASCD, 1-800-933-2723;Fax: (703) 299-8631;Web site: www.ascd.org

1998 CCCC Annual Conference"Ideas, Historias, CuentosBreaking with Precedent"April 1 - 4, 1998Chicago, ILInformation: Victor Villanueva, Jr.,Program Chair, NCTE, 1111 W.Kenyon Road, Urbana, IL 61801-1096,or call Eileen Maley (217) 328-3870,ext 286.

52

Commission on Adult BasicEducation Annual Conference(COABE)April 9 -12, 1998Corpus Christi, TXInformation: AAACE,-1200 19th StreetNW, #300, Washington, D.C.20036,Tel.: (202) 429-5131;Fax: (202) 223-4579

National Conference onFamily LiteracyApril 19 - 21, 1998Louisville, KYInformation: National Center forFamily Literacy, Tel.: (502) 584-113

Third Annual ConferenceWorkplace Learning: Strategiesfor SuccessApril 20 - 21, 1998Milwaukee, WIInformation: 1-800-446-0399;Website: www.cew.wisc.edu

International ReadingAssociation (IRA)May 3 - 8, 1998Orlando FLInformation: IRA. Tel.: (302) 731-1600;Fax: (302) 731-1057; E-mail:[email protected];Web site: www.ira.org

1998 Business, Education andthe CommunityMay 10 - 12, 1998Ottawa, ONInformation: Joeanne Mahoney,Conference Administrator,Tel.: (613) 526-3280, ext. 234;Fax: (613) 526-4857;E-mail: [email protected]

Second World Meeting on MediaEducation"Multimedia and Education in aGlobal World; At the 50th Year ofHuman Rights Declaration"May 18 -19, and 20 -24, 1998Sao Paolo, BrazilInformation: Roberto Aparici, Spain([email protected]); Kathleen Tyner,USA (media [email protected]);Robyn Quin, Australia([email protected])

Literacy Across the Curriculum Media Focus Vol. 13 No. 2 1997 The Centre Tor Literacy

CONFERENCES 23

Canadian Association forh Distance Education (CADE)

May 21 -24, 1998Banff Centre, Banff, ABInformation: Lori Oddson, LearningServices Outreach, AthabaskaUniversity, 2nd Floor, North Tower,10030-107 Street, Edmonton, AB,T5J 3E4

Canadian CommunicationAssociation Annual ConferenceCongress of the Social Sciencesand HumanitiesMay 31 - June 3, 1998Ottawa, ONInformation: Roxanne Welters. CAA,Liaison Officer, Département decommunications, Université deMontréal, C.P. 6128, Succ. Centre-\Tulle, Montréal, QC, H3C 3J7,Tel.: (514) 343-6111, ext. 5434,Fax: (514) 343-2298;E-mail:[email protected]

Laubach Literacy Action 1998Biennial ConferenceJune 11- 14, 1998IColumbus OHInformation: Tel.: (315) 422-9376. ext.283; Fax: (315) 422-6369

Media Literacy in the NewMilleniumJune 19 -20, 1998New York, NYInformation: Maddy Steinhart, UnitedFederation of Teachers,Tel.: (212) 598-9298

4th International PartnershipConference"New Alliances for Learning forthe Next Millenium"June 27 - July 1, 1998Trondheim, NorwayInformation: Ragnhild Aamot, NW, POBox 2312 So 0201 OSLO, Norway,Tel.: +47 22 94 75 00;Fax: +47 22 94 75 01;E-mail: [email protected]

National Media EducationConference"A Paradigm for Public Health"IJune 28 -July 1, 1998Colorado Springs, COInformation: Conference Office, 2121

S. Oneida Street, #325, Denver CO8024-2552, Tel.: (303) 756-8380;E-mail: [email protected]

International ReadingAssociation (IRA)World CongressJuly 21 - 24, 1998Oho Rio, JamaicaInformation: IRA, 800 Barks daleRoad, PO Box 8139, Newark, DE19714-8139, Tel: (302) 731-1600 or800-336-READ.

Third International Conferencefor Global Conversations onLanguage and LiteracyAugust 5 7, 1998Bordeaux, FranceInformation: NCTE, 1111 W. KenyonRoad, Urbana, IL 61801-1096,Tel: (217) 328-3870, ext. 203;Fax: (217) 328-0977

47th Annual AmericanAssociation for Adult andContinuing Education (AAACE)November 18 -22, 1998Phoenix AZInformation: Tel.: (202) 429-5131;Fax: (202) 223-4579

National Council of Teachers ofEnglish (NCTE)November 19 -22, 1998Nashville, TNInformation: NCTE, 1111 W. KenyonRoad, Urbana, IL 61801-1096,Tel: (217) 328-3870, ext. 203;Fax: (217) 328-0977

Modern Language Association(MLA)December 27 - 30, 1998San Francisco, CAInformation: MLA, 10 Astor Place,New York, NY 1003-6981

International Federation ofTeachers of English (IFTE)July 7 - 10, 1999Warwick, ENGLANDInformation: NATE, 50 Broadfield Rd.,Sheffield. S8-0XJ England.Tel.: (0114) 255-5419;Fax: (0114) 255-5296

53

Summer Institutes 199

The Centre for Literacy & GeorgiaTech Lifelong Learning NetworkLiteracy & Technology:Maintaining a Human FaceJune 25 - 27, 1998Montreal, QCTo be put on the mailing list:Tel: (514) 931-8731, ext 1415; Fax(514) 931-5181;E-mail:[email protected]

NYU-London University SummerAbroad Program in MediaEducationJune 27 - July 12, 1998Teachers and Graduate studentscan eran NYU credits studyingwith David Buckingham and otherleaders in media education.Information: JoEllen Fisherkeller,Tel.: (2121) 998-5807;E-mail: [email protected] Melissa Phillips, E-mall:[email protected]

SUMMER 1998Teaching with MainstreamMediaUndergraduate and graduatelevelsDates tbaUniversity of Arizona at Tucson,College of EducationInformation: Dr. Richard Ruiz,Director of LrC, College of Education,University of Arizona, Tucson, AZ85721

Writing Program Administration(WPA) Summer Workshop andConference"Making a Difference: WritingPrograms at Work"July 13 - 16; July 16 -18, 1998Tucson AZInformation: (520) 621-3371;E-mail: [email protected]

The Centne for Literacy VoL 13 No. 2 1997 Literacy Across the Curriculum Media Focus

24 ANNOUHCIEMENTS ACWorkshops on Making Connections,Canadian Congress for Learning Opportunitiesfor Women (CCLOW) announces cross Canadaworkshops on using woman-positive curriculum

Following the publication of Making Connections in late 1996,practitioners across the country asked for more guidance onusing the materials in a variety of contexts. How could one useit with mixed gender groups? How could one use it where therewas already a prescribed curriculum? How could one adapt it toclassrooms/one-on-one tutoring/different levels of instruction?In response to these and other requests, CCLOW, with supportfrom the National Literacy Secretariat, has trained a group offacilitators to offer an initial series of workshops across Canadaby June of 1998. The goal is to offer at least one session inevery province and territory.For information on workshops in your province,contact Joanne Lindsay, CCLOW,Tel.: (416) 699-1909; Fax: (416) 699-2145

eoivNEeT.National Newsletter for

Technology & Adult Literacy

The National Newsletteron Technology in Adult

LiteracyTo submit articles or request

information: Connie Belanger, Editor,

CONNECT,Continuing Education Centre, OttawaBoard of Education, 515 Cambridge

Street, S. Ottawa, ON K1S 4H9,Tel: (613) 239-2656;Fax: (613) 239-2429;AlphaCom: plarabee

E-mail: [email protected]

Call for Proposals

47th AnnualAmericanAssociation forAdult andContinuingEducation -AAACE1998Adult LearningA Joy, A Right & AShared ResponsibilityNovember 18 -22,1998Phoenix AZ

Information: Mike Perez, AAACEProgram Chair, 1200 19th Street NW,#300, Washington DC 20036-2422,Tel.: (202) 429-5131;Fax: (202) 223-4579 orE-mail:[email protected]

Deadline: February 1, 1998

Literacy Across the Curricu/um Media Focus Vol. 13 No. 2 1997 The Centre Tor Literacy


Virtual Celebrity Book AuctionCheck it out on www.nald.caA Celebrity Book Auction pioneered by the Canadian Congress ofLearning Opportunities for Women (CCLOW) in the mid 1990swill go electronic for 1998, in partnership with NALD and Literacy

ibLink Niagara. They will conduct the auction on the Net vialIFNALD's home page. Funds raised will benefit adult learners

across Canada through educational bursaries and literacyprograms.

Letters requesting the donation of a favourite book were sent tocelebrities from the arts, entertainment, and sports worlds, aswell as to authors, activists and politicians. Organizers expect toreceive 150 books by the time of the auction in spring of 1998.

How to bidVisitors will be able to search the library by celebrity or byclassification (music, movies, etc.) A click of a mouse will revealthe book's cover, the personal inscription and an accompanyingphotograph. The bidding portion of the site will work like a silentauction. Visitors can browse the books and leave a secret bid inthe guest book. The highest registered bid on each book will beautomatically posted. For security purposes, no on-line fmancialtransactions will take place. Bidders will be asked for identifyinginformation only and winning bidders will be contacted after theauction is over to make arrangements for payment.

Visit NALD's homepagewww.nald.ca to preview items andfind the actual date of the auction, or contactLiteracy Link Niagara, Room 202,Niagara College, St. Catharines Campus,

059 Wellandvale Road, St. Catharines, ON L2R 6V6,P'Tel.: (905) 641-2252 ext. 2222; Fax: (905) 682-2298;

E-mail: [email protected] 55

The CanadianAssociation ofLiteracy Educators(CALE)CALE has been formed to linkliteracy educators in Canadathrough a national body. Thenew organization offers:

a Listserv - CALE (CanadaInteract) through whicheducators can share andinteract with each other onliteracy issues in Canada;Plans and Problems Forum,intended for researchers(including graduatestudents) who wishfeedback on research;Peer Review, for feedback onmanuscripts intended forpublication in a referreedjournal;Director's Direct, availableonly to the directors of theAssociation; andThe Canadian Journal ofLiteracy Educators (CJLE), aquarterly on-line journal.

Information about thisjournal:e-mail [email protected] submit an article,e-mail a copy to: [email protected].

Information:Website: www.nald.ca/ cale.htmor contact Dr. Bill Fagan,Box 194 Faculty of Education,Memorial University,St. John, NF AlB 3X8,Fax: (709) 895-2057; E-mail:[email protected].


26

,

.

\MktitiVite

0:41:£,:ettVf et. Jtfsttt>0..t.

.43;;MANS:WW:44,.

,..ttt;;;;tftW,Nt.;:,

ozkehops at Me Centre Mantez neseChallenging teachers: Students using graphics and webtechnology

Leader: Lee Odell, Renssalaer PolytechnicDate: Thursday, February 5, 1998Time: 5:30 - 9:30 p.m.Fee: $50.00

(including materials and supper)

Writing words, writing worlds: Exploring possibilities forcommunity writing

Leaders: Helen Woodrow and Mary Norton,St. Johns, NF and Edmonton, AB

Date: Saturday, February 28, 1998Time: 9:30 a.m. - 3:30 p.m.Fee: $90.00

(including materials, refreshments and lunch)

Women, literacy and art(with Canadian Congress for Learning Opportunities forWomen CCLOW Quebec)

Leader:

Date:Time:Fee:

A iil

Peggy Holt, adult educationinstructor and artist, FrederictonSaturday, March 7, 19989:00 a.m. - 3:00 p.m.$90.00(including materials, refreshments and lunch)

'Ma Zama The Centre fore &Manley

Working Papers in LiteracyNo. 1 Perspectives on IALS,

Graff, Street, Jones

No. 2 Media literacy, information technology and theteaching of EnglishAbbott and Masterman

Paper No.1 is on our Web site.Print copies of both Papers can be ordered.

Price: In Canada, $6; US, $7.: Overseas, $10.; prices includehandling and postage

56Literacy Across the Curriculum Media Focus Vol. 13 No. 2 1997 The Centre far Literacy

se:

t4;11,

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ma,;:.ring it IS NorriisPOt

Lezz

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INFORMATIONr-ONSOFTWARFLPRICINGAMY

ORDERS::

TheteentrelifazLiterucr.3040!

,Shertirrooke:Streee4 WI",,MOntreal:,Cjc:4'-Canadii;.H3r.1A4t,

(514)93178731,.e1415 *;-.

Fax::(514)93L-5181-;,-

literacycntr:, @dawsoncollegeL.

qcca

27

Read and Write Together:An activity pack for parents and childrenThis kit was produced by The Basic Skill Agency and BBC Education inFebruary 1995 for a national Family Literacy promotion campaign in the UK.Price: $15. plus $2 handling and postage.

The New Reading DiscThe acclaimed UK multimedia product designed by CTAD to help adultbasic learners improve their reading and writing. Built in Authoring Toolallows teachers to create local culturally appropriate materials.

The Numbers DiscA new multimedia resource from CTAD and British Telephone designedto help basic learners improve their math skills.

LI.RELe Logiciel Interactif de Réentrainement a l'Ecriture propose un

nouveau concept qui, a travers l'utilisation d'ordinateurs Multimedia,permet a des personnnes d'améliorer leurs capacités a lire et a écrire enfrançais.

Coming in 1998The American New Reading Disc(developed by CRT at Georgia Tech)An American version of the original UK product with American topics andcontext, but the same prototype with Authoring Tool.

Detailed descriptions on our Web site include a 38-site Canadianevaluation of the New Reading Disc: www.nakl.ca/litcent.htm

Health & Literacy bibliographyNOW available.on the webThe bibliography on health and literacy produced by TheCentre iri 1995 can now be downloaded directly from ourwebsite: www.nald.ca/litcent.htm

Bound copies can still be ordered for $5.00 fromThe Centre for LiteraCy, 3040 Sherbrooke Street West,Montreal QC, Canada, H3Z 1A4:

Make cheques payable to ;The Centre.for Literacy.

The Centre for Literacy Vol. 13 No. 2 1997 Literacy Across the Curriculum Media FocusI.

EST COPY AVA1111Alaif

28 9TH SUMMER INSTITUTE

Maintaining aThe Centrea ;4% for Literacy

fr%__/ Montreal, Quebec

Canada

Human Facein cooperation with

LIFELONG LEARNINGNETWORKGeorgia Tech Atlanta, Georgia

There is no empirical evidence that technology alonecan improve sustained learning outcomes. Contraryto the claims of promoters, the hype of the media andthe dreams of some politicians and administrators,studies repeatedly confirm that the human factorremains the key. The literacy sector has been drawninto the larger technology/learning debate. Who issetting the technology agenda in education? Have webeen worrying too much about hardware andsoftware, and too little about users?

Program descriptionThe 1998 institute is designed to accommodate alimited number of participants in a collaborativesetting listening, discussing, exchanging andchallenging ideas and practices connected to the usesof technology in adult literacy and basic skills

L

education and their impact on people in schools,community and workplace settings.

Part of each day is set aside to focus on participants'questions/interests with time to discuss and toreceive feedback from colleagues.

Research can be done after 3:00 p.m. in the resourcecentre which houses one of the most extensivecollections of documents and materials in thecountry. It also has a preview service for software.

Fees:$300. (Materials, Breakfast and lunch)

Details and registration forms:Tel: (514)931-8731, ext. 1415FAX: (514) 931-5181;

[email protected]

'to subscribe, complete this form and mail it with your cheque to:The Centre for Literacy, 3040 Sherbrooke Street West,Montreal, Quebec, Canada H3Z 1A4I enclose a cheque for U $16 U $80 U $150 (Please mark choice)Make cheque payable to The Centre for Literacy.Please enquire about international rates.

Name:

Institution: Dept:iAddress: City: Postal Code:

Tel: Fax:

Single annual subscription $16Multiple annual subscription (10) $80Multiple subscription (20) $150Back issues availableCall (514) 931-8731, ext. 1415 5 8

AT 0 rig:. www:Aatd;.:Ctillitcent.htmLiteracy Across the Curriculum Media Focus Vol. 13 No. 2 ° 1997 The Centre for Literacy

c ,

VOLUME 13 NUMBER 3

111Connecting literacy, media and technology in the schools, community and workplace

Getting past either/or

VOLOWEERSWOO

ONO

OR

COMP RS

P_ F ONAISWHOLE LAN AEDUPATION

Information is not knowledge,and knowledge is not wisdom.Since they were severedfrom churches, schools havegenerally not been preoccupiedwith wisdom. But modernschools have been concernedwith both information andknowledge, and have debatedthe relationship between thetwo and how they inform thephilosophy of schooling. Thebest schools have movedbeyond information. Thebest literacy practices havemoved beyond decodingand memorization to themaking of meaning.

We have enormous amountsof information about schooling,about reading, about writing,about learning, about disabilities,about the differences betweenadults and children as learners,the list goes on. No one couldlive long enough to digest it all.Some knowledge has been

created from this information,much of it complex andcontradictory. We have notdone much with the knowledgewe have. Why?

One reason is that we don'twant to know. In general,we don't want our beliefschallenged by knowledge,and when they are, beliefsstill tend to win the day.Despite our passion for"higher order thinking,"we still think more with ourguts than with our heads.

This issue looks at someinstances in the formal andinformal adult literacy sectorswhere beliefs take precedenceover practice and talk over action.

Cynthia Selfe, researcher andcommentator on the connectionsbetween literacy and technology,gave a keynote address tothe Conference on College

59The Centre for Literacy Montreal,

Composition and Communicationin April in which she called onEnglish teachers to examinetheir own belief systemsabout the nature of literacyand their embrace or rejectionof technology. (p. 3) She usedrecent statistics from severalUS states of expenditureson adult literacy and ontechnology to show that,despite the rhetoric, relativelylittle has been allocated tothe first, and that much ofthe allocation to technologyhas been diverted from othereducational budgets such aslibraries. Teachers seem tohave created a choice forthemselves of "either" humanetext-bound literacy "or"

CONTINUED ON PAGE 2

3 To ponder4 Behaviour and beliefs of

volunteer literacy tutors9 Winter Institute: Adult

education in the workplaceEquipped for the Future

11 New "systms" approach14 In the classroom:

Power Point and basic skills17 Libraries in an electronic age18 David Crystal on literacy20 Reviews:

On class sizeThe Literacy Audit Kit

21 Conferences24 Announcements26 At The Centre

Quebec

2

The Centre for literacy3040 Sherbrooke Street West,Montreal, Quebec, Canada,

H3Z 1A4

Editor: Linda ShohetMedia Editor Judy Brandeis

Layout & design: Ponctuation GRAFIX

Depot legal 1991


The Centre for Literacy/Le centre d'alphabétisationis a resource centre and teacher-training projectdesigned to provide training, research, andinformation services which promote and link theadvancement of literacy in the schools, theworkplace and the community. The Centitgratefully acknowledges the support of theNational Literacy Secretariat, Human ResourcesDevelopment Canada, and Dawson College.



machine-driven technologicalliteracy. Governments havechosen to fund "either" books"or" computers.

Catherine Hambly, a newresearcher, examined thebeliefs and behaviour of literacytutors in a volunteer programand found that their belief ingood will took priority overtraining and support (p.4).Paul Jurmo, a longtimepractitioner-critic of workplacebasic skills education,presented the Winter Institutean analysis of the shortcomingsof the current US system and avision of an alternative (p.11) .

For different reasons, neitherthe formal nor volunteer sectorhas produced consistent,verifiable outcomes in literacyand basic skills education.Yet, the debate on provisionis always presented in termsof "either" the volunteers "or"the professionals.

What else do we needto know?We need to know how to usethe information and resourceswe already possess. We needto know that project fundingdoes not sustain provision.Nicki Askov spoke at the WinterInstitute about trying toatialyze the outcomes of$130,100,000. of US WorkplaceLiteracy Project funding,and finding reports packedin boxes, most of theminsufficiently documentedto provide a research base.

We criticize schools mercilesslybased on test scores and drop-out rates. Continual scrutinyis necessary, although muchof the criticism leveled at schoolsis too broad and neglects theenormous successes as universal

6

LACschooling has become the norm.We do need to find ways to stoplosing up to one-third of highschool students in some partsof the country. But today, thetheme is "lifelong learning."In adult basic education, thestudent loss is closer to 90%.

We also need to know how toanalyze expenditures on adultbasic education at provincialand state levels, we need toknow that federal support forresearch and awareness is anecessary framework, but thatresponsibility for ongoingprovision happens close tohome. When we accord adulteducation the same attentionwe pay to the regular schoolsystem, we will have achieveda victory.

Whose interests areserved by not knowing?Governments who fund short-term or "feel-good" projects;groups and businesses whoreceive the short-term,"feel-good" funding; and the mediawho hype the "feel-good" stories.It frees them from makinglong-term commitments thatdon't play well on television.

When we can examineappropriate roles for volunteersand appropriate training forteachers and workplaceeducators, when we can seethe new possibilities offered bytechnology and the challengesthey present to formalinstitutions, when we can stopthinking in terms of "either/or,"we will be closer to the visionof a coherent system of adulteducation in North America.

The real questions are:Do we want to know? Can wemove beyond beliefs? [LS]


LAC VO PONDER 0 RECOMMENDED READINGS

. Onpreparinggraduatestudents

The expanding job market forthe future lies in what we stillrevealingly call "alternativecareers" - that is, stimulating,well-paid careers in business,government, the media, andtechnology. Mark Johnson, aPh.D. in English who has madethe big leap, writes that "a bigportion of today's businessworld clamors to hireemployees equipped with theintelligence, research skills,and drive of a Ph.D." (61).Preparing students for theseopportunities is not just amatter of repackaging resumesor offering job-placementadvice at the end of years ofacademic apprenticeship. If

IIwe really want our studentsto aspire to broader careerhorizons, we are going tohave to change the cultureand climate of expectation inhumanities doctoral education.

So how to begin? ... Here aresome of my suggestions. Firstof all, insist that all graduatestudents in literature learn towrite well enough to get paidfor it, instead of encouragingthem to write a cramped prosewe have to be paid to read. Weno longer have the luxury towrite only for one another or topretend that no one else seeswhat we write only for oneanother; and our critical habitsof jargon, abstraction, andprolixity win us no friendselsewhere. As Louis Menandobserves, "Indifference andeven hostility to academicwriting is not restricted toconservatives who regard theuniversity as a refuge of leftwing thought. It is shared bymany liberal nonacademicintellectuals as well" (78).

Second, demand formaltraining in teaching in everygraduate program. ... We needbroadly conceived pedagogicaltraining in public speaking,small-group dynamics, newmedia, modes of learning and

instruction, evaluation andassessment that would beas useful and transferable tothose who will work in media,business, not-for-profits, orgovernment, as to futureprofessors.

Third, most radically, requireall graduate students to takea seminar on educationalorganization, management,and negotiation. Academia'scondescension toward suchcorporate skills is notorious;although professors spendlarge parts of their careersrunning committees, serving aschairs, or acting as deans, weare expected to pick up thebusiness of administration onour own. Every department,and certainly every university,has experts who could teachthese skills and preparestudents to succeed in manykinds of administrative roles.

Elaine Showalter, "Let's Not GoGentle into That Museum," MLANewsletter, Spring 1998, p. 3.Elaine Showalter is President ofthe Modern Language Association.

Ontechnologyand literacy:The perils

of not payingtteA tion

(excerpts from a Preliminary Draftof Cynthia Selfe's keynote addressto the Conference on CollegeComposition and Communication(CCCC), National Council ofTeachers of English (NCTE),Chicago, April 2, 1998.)

...anybody familiar with thevalues of traditional humanism

knows that, as a group,[English teachers] tend tohold in common a generaldistrust of the machine,that the preference for thenon-technological stillcharacterizes our community.

...Because we fail to addressthe project to expandtechnological literacy infocused, systematic, andcritical ways within theprofessional arenas availableto us, English compositionteachers have come tounderstand technology as "justanother instructional tool" thatthey can choose either to useor ignore. And, working from

this context, we divideourselves into two meaninglesscamps those who usecomputers to teach classes andthose who don't. Both groupsfeel virtuous about theirchoices, and both manage tolose sight of the real issue.The computer-using teachersinstruct students in how touse the technology, but alltoo often, they neglect toteach students how to paycritical attention to the issuesgenerated by technology use.The teachers who choose not touse technology in their classescontent themselves with themistaken belief that theircontinued on page 13


4 BEHAVIOUR AND BELIEFS OF VOLUNTEER LITERACY TUTORS ACBehaviour and beliefs of volunteerliteracy tutorsby Catherine Hambly, MA Introduction(McGill University 1998)

SummaryThe thesis examined thebehaviours and beliefs of agroup of volunteer tutors todiscover why they did notmaintain close contact with theirliteracy organization. Studyingthe tutors' behaviour in thematches with learners, thestudy uncovered an apparentcontradiction- that tutors desireto help their learners but arecomplacent about learners'progress. The thesis suggeststhat a belief system shared bythe tutors [See BOX 1] underliestheir disinclination to seeksupportfrom the organization.These beliefs are explored withinthe context of one volunteerliteracy organization and cannotbe generalized to otherprograms. However, the natureof the beliefs indicate that theycould be present in otherprograms. Further research onthis topic is necessary.

Many adult literacyorganizations use a one-on-onemodel of instruction where theorganization recruits and trainstutors who then meet withassigned learners for regularone-on-one learning sessions.Tutors will help learners planand work towards their goals,and act as partners in thelearning process. While someresearch is available on theadult learners in suchprograms, few studies, to date,have examined what theirtutors believe about literacyand how their beliefs affect thelearner-tutor matches.

This study began with theassumptions that tutors areimportant actors in the tutor-learner relationship; that theirbeliefs and behaviour will affectthe tutoring relationship; andthat a better understandingof how and why tutors act incertain ways could help thevolunteer programs improve

Box 1

Tutors' beliefs in this study1. Tutors believe that a learner who does not succeed

in a classroom learning format will be helped byone-on-one tutoring.

2. Tutors, while recognizing the wide variety of learnerneeds, rely on individual attention rather than specifictraining to function in the match.

3. Tutors value good will over good training.4. Tutors defend their volunteer activities based on

perceived needs rather than demonstrable progressand results.

Source: Hambly 1998 6,2

training and support for theirvolunteers and could ultimatelyimprove the quality of tutoring.

Although a few studies havebeen done on tutors, most areoutdated (Charnley & Jones,1978; Trabert, 1986). Severalrecent studies have addressedthe roles of tutors in literacyorganizations. Aaron (1997),while examining the referralsystem in the Montreal area,highlights the need for moretutor support in local literacyorganizations. Sanders, Reine,Devins and Wiebe (1996)explore how applying 50/50Management principles(DuPrey, 1992) allowed themto maintain a balance betweenintake and support functionsin their organization. Hayes(1996) and D'Annunzio (1994)show how a literacy tutoringplacement for universitystudent tutors in a creditcourse makes a positive impacton the learners and on thestudents' own personaldevelopment. Newman (1993)documents how universitystudent tutors reproduce"teacher" roles when tutoringbecomes difficult. Thesestudies represent importantprogress in our understandingof tutors. This study builds onthat foundation by examining a

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LAC BEHAVIOUR AND BELIEFS OF VOLUNTEER LITERACY TUTORS 5

central concern of manyliteracy organizations: how tosupport tutors when manytutors do not keep in closecontact with their organization.

While it is not true of all tutors,nor of all programs, it is acommon phenomenon thatmany volunteer tutors in one-on-one literacy programs donot keep in close contact withtheir training agency, nor dothey rely on the support systemavailable to them. This studyassociates this behaviour,which will be referred to astutors "distancing themselves"from their organization, with asystem of beliefs thatinfluences a tutor to workindependently of theorganization, whether or notthe match is proceeding well.This relationship betweenbeliefs and behaviour surfacedin a case study of one volunteerliteracy program and thus

While it is not trueof all tutors, nor of all

programs, it is acommon phenomenonthat many volunteertutors in one-on-oneliteracy programs do

not keep in closecontact with their

training agency, nordo they rely on the

support systemavailable to them.

cannot be generalized toother programs. However,the pervasiveness of the beliefsamong the tutor participantsand the nature of the beliefssuggest that it could be presentin other programs. Furtherresearch on this topic is necessary.

Research SiteThe research site was a literacyprogram organized and fundedby undergraduate students ata Canadian university. Thestudy focuses exclusively onthe approximately 40 tutorsinvolved each year in theirone-on-one literacy program.This organization was chosenbecause of its active andwell-established one-on-onetutoring program and becauseits tutors and organizersare drawn from a relativelyhomogeneous population ofuniversity students, allowingfor comparison of their beliefsand behaviour. The researcherwas known to the organizationas a former tutor with itsprogram (1995-1996) as wellas with a similar program onanother campus (1993-1994).The study was conductedin 1997-1998 with thecooperation of the organizingteams.

BOX 2

How datawere collectedData were gathered duringsemi-structured interviewswith eighteen tutors,including those who wereentering the program andbeing trained (4), those whohad tutored for severalmonths (10), and those whowere learner-tutor coordi-nators (generally with a year'stutoring experience) (4).Participants in the first twogroups were randomlyselected, while in the lastgroup all four coordinatorsagreed to participate.

Although Seidman (1991) 1.recommends purposefulselection in qualitativeresearch, random selectionwas used where possibleto avoid bias from theorganization toward tutorsknown to them and to protectparticipant anonymity.

Interviews ranged in lengthfrom 45 minutes to one anda half hours. All interviewswere based on the same setof questions, although theorder in which they werepresented varied. The analysisof beliefs was based heavilyon responses to the twofollowing questions:

63

If you had to write a letterto the minister of adulteducation about adultlearners and literacy, whatwould you say?

2. Many adult educators don'tthink volunteer tutors haveenough training to be ableto tutor adults effectively inliteracy, and that volunteersshould only be used asteacher's aides. How wouldyou respond?

All interviews were conducted,taped and transcribed by theresearcher. Data analysisfollowed.


6 BEHAVIOUR AND BELIEFS OF VOLUNTEER LITERACY TUTORS

Tutor behaviourDuring an initial analysis of thedata[see BOX 2, p.5], a curioussituation surfaced: almost alltutors stated that their learnershad made little or no progress,yet these tutors also hadmade little effort to use thesupport and resources of theorganization to encourage morelearning. Given that peoplevolunteer with a desire to helpsomeone, this lack of contactwith the organization in faceof questionable progressseems contradictory.

It is important to note thatlearner "progress" is notmeasured by the organization(using tests, portfolios, etc),and that the tutors' reports ofprogress are subjective reports.Their learners could not beinterviewed for this study. Thetutors' reports of how muchprogress their learner hadmade indicated some tutordissatisfaction with the match.Only one tutor was completelypositive about the learner'sprogress (and notably thislearner was involved informal education outsidethe organization); all theother tutors gave a mixedreport. Three tutors reportedlittle progress; seven othertutors reported that they feltinadequate, lacked feedbackfrom their learners, did nothave enough direction in thetutoring, or sensed that thelearner was not committed tothe relationship or was notcommunicating their needs.

Despite poor assessement oftheir learners' progress, thetutors did not turn to thecoordinators or use otherresources in the organizationfor advice and support. 6 4

Contact between tutors andthe coordinators monitoringtheir matches is supposedto occur in two ways: tutorsare asked to submit monthlyprogress reports, andcoordinators are supposed tocall the tutors to check in withthem at regular intervals.

Some tutor comments:We do beneficial things,but I don't see a bigimprovement...

It's difficult to makeprogress... it's notsomething that's a hugeaspect of [the learner's]

It's difficult to advancewith only two and a halfhours a week...

Tutors rarely fill out themonthly progress reports. Onetutor stated: "It forces me toevaluate [the learner] and Idon't want to". This tutor alsocommented: "It's constrainingand silly. If I fill out a monthlyreport who beside me will knowwhat's going on?" Thisrejection of "evaluation"

indicates that tutors may notsee their match as part of thework of a larger organizationthat needs to keep records.More importantly, it may signalthat tutors are uncomfortablewith evaluating progress andreporting on the learningcontent of the match. Thecoordinators who receive theforms were also divided on theissue: one mentioned that it isdifficult to note progress everymonth, and that since tutorsare constantly changing duringthe match, "Wondered whoseprogress is being evaluated?"One coordinator noted that theforms only get done by thosetutors who are dedicated tothe organization, drawing aninteresting distinction betweentutors who are dedicated totheir learners and tutors whoare dedicated to both theirlearner and the organization.

The level of phone contactbetween coordinators andtutors was also low. Thecoordinators reported thatalthough some tutors regularlydiscuss their matches, othersonly say "It's fine." Sometutors do not perceive thatthe coordinators can offeradequate assistance. Onetutor complained that thecoordinator had given a wrongimpression about a match, andanother stated that when askedfor advice, the coordinator gaveno constnictive help.

Significantly, some tutorsindicated that the lack ofcontact (form/phone) was afunction of themselves and notthe coordinators: the supportnetwork seemed accessible, butthe tutors decided they didn'tneed it for their match.

Literacy Across the Curriculum Med/a Focus Vol. 13 No. 3 1998 The Centre for Literacy

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LAC BEHAVIOUR AND BELIEFS OF VOLUNTEER LITERACY TUTORS 7

The preliminary analysisof data thus showed anincongruity between thetutors' desire to help andcommitment to the matchesin time and energy, and theiracts of distancing themselvesfrom the organization despiteexpressed needs,

Tutors' beliefsThe data were then analyzedmore deeply with a focus onwhat the tutors believe abouttheir activities. This wasfruitful: Four beliefs emerged[See BOX 1, p.4] related totwo main features of theorganization's program-individualized learning andvolunteerism. These beliefshelp explain why tutorscontinue in matches whileat the same time not seekingsupport to improve theirtraining and expedite thelearners' progress.

Statements 1 and 2 are relatedto the way literacy educationis presented during training,based on theories ofindividualized learning.Statements 3 and 4 revolvearound perceptions ofvolunteer programs.[The Working Paper presentsa detailed analysis of thedata that support each beliefstatement.]

ConclusionThe combination of these fourbeliefs creates tutors who feelinadequate yet who functionindependently because they aremotivated and believe there isno one better volunteering forthe job. These beliefs aretraced back to the nature of theprogram: the volunteers havebeen told that they are

essential to literacy provision,and they are not aware of othereducational approaches fortheir learners. Because theorganization promotes peoplefrom tutors to coordinatorswithin the ranks of theprogram, little extra training is

,r,Z2-F205.V,

Faced with well-publicized, alarming

figures on the scope of"illiteracy" and its

impact on the adultlearner, the tutors

believe that whateverhelp they can offer isnecessary and must

therefore be goodenough.

available that would help theprogram examine alternativesystems of literacy education.Because specific trainingcannot be given to each tutorfor each specific learner, tutorsmust trust that their commonsense and skills are sufficient.

Public opinion on the state ofeducation in Canada may also

An,

lead these tutors to considertheir program as a necessaryalternative. Faced with well-publicized, alarming figureson the scope of "illiteracy"and its impact on the adultlearner, the tutors believe thatwhatever help they can offer isnecessary and must thereforebe good enough.

All of these beliefs interact toallow the tutor to keep thematch outside the supervisionof the organization. This is nota good situation for the tutor,the learner, or the organization.

RecommendationsSeveral suggestions can bemade on how to respond tothis system of beliefs:

1. Tutors should knowfrom the start that theyare accountable tothe organization. Theorganization needs toprovide ongoing training,require extra trainingas tutors take on newresponsibilities, and forgecloser links with specialistswho can serve as consultants.

2. Tutors need to learn aboutthe adult education sectorand about the variety ofways of offering adultliteracy instruction.

3. Tutors need to made awarethat their efforts have animpact on the learner's lifeand future aspirations. Thisshould foster accountabilityto the organization and adesire to seek help for thelearner and ongoing trainingfor themselves.

continued on page 8


8 BEHAVIOUR AND BELIEFS OF VOLUNTEER LITERACY TUTORS

More research is necessary tounderstand how tutors in thevolunteer sector believe andbehave, given the economicimportance of volunteer workin Canada, and the fact thatthe volunteer sector is asignificant provider of adultliteracy. However, volunteerprograms need to be ableto examine, in an objectivemanner, the functions andoutcomes of their activitiesbefore any research can beproposed. Unfortunately,volunteer organizationsoften lack the financial andpersonnel resources necessaryfor research projects. Theyalso often have a distrustof formal research. Despitethese obstacles, moreresearch is needed.

Programs can benefit fromthe results. The organizationinvolved in this study iscurrently evaluating theirprogram in light of the findings,and is working towardimproving the training andsupport of their tutors.Ultimately, they hope to offer abetter service to their learners.

References:Aaron, Mandie. (1997). IncreasingAwareness for SuccessfulOutcomes: Referral Systems inQuebec. Montreal, QC:LiteracyPartners of Quebec.

Carpenter, Tracy. (1986). Tutor'shandbook for the SCIL program.Toronto, ON: Frontier College.

Charnley, A.H. & Jones, H.A.(1978). Adult literacy: A study ofits impact. London: NationalInstitute of Adult Education.

D'Annunzio, Anthony. (1994).College students as tutors foradults in a campus-based literacy

program. Journal of Reading,37(6), 472-479.

Du Prey, Anne. (1992). Maintainingthe balance: A guide to 50/50management. Syracuse. NY:Literacy Volunteers of America Inc.

Glaser & Strauss. (1967). Thediscovery of grounded theory:Strategies for qualitative research.New York: Aldine De Gruyter.

Hayes, Elisabeth. (1996). Learningabout adult literacy: A case studyof a college tutor. Journal ofAdolescent and Adult Literacy.39(5), 386-395.

Merriam, Sharan B. (1988).Case study research.San Francisco: Jossey-Bass.

Miles, Matthew B & Huberman,A. Michael. (1984). Qualitativeanalysis: A sourcebook of newmethods. Beverly Hills, CA:Sage Publications.

Newman, Anabel, P. et al. (1993)Student Literacy Corps. 1990-1991. Final report. IndianaUniversity, Bloomington, Schoolof Education. (ERIC DocumentReproduction Service No. ED350 588)

Sanders, Maureen, Reine,Margaret, Devins, Susan, &Wiebe, Grace. (1996).Testing the balance: 50/50management in a volunteer tutorprogram Edmonton, AB: ProspectsLiteracy Association.

Strauss, Anse 1m & Corbin. Juliet.(1990). Basics of qualitativeresearch: Grounded theoryprocedures and techniques.Newbury Park, CA: SagePublications.

Trabert, Judith Anne. (1986).Initial and continuing motivationsof volunteer adult literacy tutors.(Dod dissert., Syracuse University,1986). Dissertation Abstractslattmational, 47 (8), 2878-AP 0

LACMs. Hambly has just completedher MA at McGill University,Faculty of Education, with aspeciality in adult literacy. Thisarticle is based on her thesis.

A full Working Paper on thesame subject is available.

Availablefrom The Centrefor Literacy:Working Papersin Literacy.No. 3Behaviour andbeliefs of volunteerliteracy tutorsby Catherine Hambly

See p.27 for orderinginstructions.


MT COPY AYAILABILF.


WINTER INSTITUTE

[The 1998 Winter Institute washeld in Atlanta hosted by theGeorgia Tech 14e long LearningNetwork, (a new initiative whichhas incorporated the SatelliteLiteracy Program) and TheCentre for Literacy. Focused onworkplace basic skills issuesthis year, the Institute gathereda small knowledgeable group ofpresenters to analyze currentissues, examine some newinitiatives and suggest somealternative directions. Withspeakers like Tom Sticht, NickiAskov, Sondra Stein, PaulJurmo, James Parker, EdGordon, and Fiona Frank (UK)to name only afew, three daysseemed barely enough. If therewas one resounding message, itwas that, except for some small

pockets of excellence, we havenot done it right so far. Butthere are some new effortswhich hold promise y' there ispolitical will and considerableadjustment from the field. Inthis issue of LAC, we presenthighlights of several sessions.We did not operate only at thelevel of ideas; participantsasked for and offered manyexamples of good practice.One of them is shared in Inthe Classroom, p.14.] [LS]

This long-termproject under-taken throughthe NationalInstitutefor Literacy(NIFL)talks aboutadult lifelonglearning interms of theroles that

adults play as workers,as parents/family membersand as citizens/communitymembers.

Basic skills needs are identifiedwithin the framework of three"role maps" which have beenbuilt by surveying adults inselected communities acrossthe US. The Equipped for theFuture (EFF) DevelopmentPartners initially identified25 activities common toall three roles, through alengthy process of review andcomment, They then refinedthese to twelve core activities.[See BOX 1]. NIFL hopes thatthese role maps will figure inthe realignment of adult basiceducation systems thateveryone agreed was needed.Each map identifies several"broad areas of responsibility"and lists key activities undereach. A further layer identifies"role indicators" [See BOX 2, p.10].

Sondra Stein,the directorof the project,presentedEquippedfor theFuture in itscurrent stage,requestingresponse andlonger termreaction fromparticipants.One participantfrom themanufacturingsector foundthe complexityof the projectdaunting andsuggested that

communicating with employersmeans making ideas andinformation accessible informats that are familiarto them. The means ofoperationalizing this frame-work and its relation to otherinitiatives in adult educationfueled considerable discussion.

My interest in EFF is in theways that the indicators mightbe adapted to use in assessingoutcomes of literacy and basiceducation programs. If someof these could be incorporatedinto evaluation schemes, inplace of, or in addition to, itemssuch as "program completion"or "test score" or "grade levelattainment," we might havea more appropriate way ofmeasuring outcomes. If, asmany in the workplace insist,performance is the goal, theindicators from the worker mapbecome demonstrations of the

Equipped for the FutureStandards for Adult Performance

The Centre lior Literacy Vol. 13 No. 3 1998 Literacy Across the Curriculum - Media Focus

Y

1.0 WINTER INSTITUTE LAMMability to "perform" the keyactivities as a worker.

For information: Sondra Stein,National Institute for Literacy,800 Connecticut Avenue, NW,#200, Washington, D.C. 20202-7560, Tel.: (202) 632-1500;Fax: (202) 632-1512, The mapsand other materials can beaccessed from www.nyl.gouComment is invited througha listsery at listproc.r4fLgouSubscribe to ny1.4eff

Lifelong LearningReflecting the convergence ofthinking about adult learningfor the next century, therehas been a proliferation ofreports to governmentsaround the world on thenecessity for commitment tolifelong learning [See BOX 3].

This can be seen as positive ifit reflects a sort of global"spontaneous combustion" ofcommon ideas; it can be seenas disturbing if it indicatesthat rapid telecommuni-cations is robbing us of thetime to reflect and critique,and leading to a homogen-ation of ideas in nations thatdo not want (or want to beperceived) to be "left behind"in this new world order.Meanwhile, in Canada andthe US, the gap between thevision and the realityremains large.

Presenters Paul Jurmo andJames Parker addressed thisgap. (p.11) ELS1

TZ '7779

UK Learning for theTwenty-First CenturyThe First Report of the NationalAdvisory Group for ContinuingEducation and Lifelong Learningwas released in November 1997. Itis a comprehensive document thatlooks at the next five years andbeyond, touching on challenges,obstacles, changing the culture,establishing core principles and"implementing lifelong learning forall." The part on implementationhas a section called "Promotinglifelong learning at the workplace"which examines the subject under14 headings.

This report can accessed atwww.1ifelonglearning.co.uk/nagcel1/sect10.htm

EQUIPPED FOR THE FUTUREPARENT/FAMILY MEMBER ROLE MAP

Each family member contributes to building and maintaining a strong family system which promotes growth and development.

NS181

Promote Family Member's Growthand Development

Family members support the growth anddevelopment of all family members,including self.

Meet Family Needs and Responsibilities

Family members meet the needs andresponsibilities of the family unit.

Strengthen the Family System

Parents and other family members createand maintain a strong sense of family.

Make and pursue plans forself-improvement.

Foster informal education of children.

Support children's formal education.

Guide and mentor other family members.

Direct and discipline children.

Provide for safety and physical needs.

Manage family resources.

Balance priorities to meet multiple needsand responsibilities.

Give and receive support from outsidethe immediate family.

68

Create a vision for the family and thework to achieve it.

Promote values, ethics, and culturalheritage.

Form and maintain supportive familyrelationships.

Provide opportunities for each familymember to experience success.

Encourage open communication amongthe generations.

Literacy Across the Curriculum Media Focus Vol. 13 No. 3 1998 The Centrne for Iliteracy

LAC WINTER INSTITUTE 11

What's wro with.current pradult baskedazatiolsvanAjob trainbfgrCritiques say that work-relatedadult education and jobtraining have too often:

. . not been intense enough.

. . not been focused on theskills people really need forwork (e.g., transferable skills,computer skills, . . .)

. . not been linked to job-training, employers, andother players in the workforcedevelopment system.. . not used "best practices"already developed, andrelied on narrow, traditionalconcepts of "teaching" and"assessment.. . not been geared to real,meaningful jobs.. . not acknowledged thatproductivity andemployability rely on manyfactors other than "skills.". . ignored the fact that manyemployers are looking fornon-educational strategies toenhance the bottom line.. assumed that "low-literate"equals "low productivity.". . ignored what reallymotivates workers and insteadpushed them to learn thingsthey aren't interested in.. . ignored the particularlearning styles of variouspopulations.. . not given educatorsenough time to understandthe workplaces and workersthey are trying to serve.

Source: Paul Jurmo and Jamesdi Parker, 1998 Winter Institute on1. Adult Basic Education in the

Workplace, Atlanta, GAJanuary 28 - 30, 1998.

Wilder& Does Adult 8asic Education.Fit in/tic New- "Systeme Approackto WorkfriewDepelortcent?by Paul Jurmo,Learning Partnerships,East Brunswick, NJ

In the 1990s, policy analysts(Grubb 1996, Cole, Jones,McCain and Pantazis, Simon)have strongly argued thatthe mishmash of job-trainingprograms begun in the1960s is inefficient and needsto be revamped throughconsolidation and integration.The result of these changeswould be a rational, well-organized "system" ratherthan the current mix of often-redundant, out-of-sync"programs."

At the state level, policymakers have jumped on thisnotion and begun developingnew workforce developmentsystems. Adult educators inmany cases feel left out aspolicies are made withoutthem and don't recognize thevalue of adult basic educationas a tool for workforce andeconomic development(Jurmo, 1996).

Historically, those enteringadult basic educationprograms have often done sowith the hope of enhancingtheir employment prospectsand improving their jobperformance. The use of adultbasic education for job-relatedpurposes was given muchvisibility and support in thepast ten years by the NationalWorkplace Literacy Program,state workplace literacyinitiatives, employer and unioninvestment in workplaceeducation, and research projects.

This experience withworkplace basic educationproduced mixed results.On one hand, a cadre ofexperienced workplaceeducators was developed,along with contextualizedapproaches to curriculum andassessment. On the other,many workplace basic skillsprograms didn't produce theleaps in productivity and jobsecurity which programfunders had hoped for.

Analysts have now looked atthat experience, questionedsome of the assumptionswhich underlie workplaceeducation, identified obstacleswhich blocked success, andidentified factors that must bein place for workers to benefitjob-wise from adult basiceducation. These "necessaryingredients" include "internal"factors within the controlof a workplace program suchas curricula that are reallygeared both to the skills andknowledge workers need incurrent and future jobs andto workers' learning stylesand schedules; well-preparedand supported staff; andinvolvement of employersand workers in programplanning and implementation.Successful workplaceeducation programs alsorequire larger corporateand economic contextswhich support investment inlearning and provide stableemployment for workers toallow them to learn andsucceed (Castellano, D'Amicoand Schnee, Darrah, Folinsbeeand Jurmo, Gowen and

The Centre Tor Literacy Vol. 13 No. 3 e 1998 Literacy Across the Curriculum - Media Focus

69

12 WINTER INSTITUTE

VISIONa pan& ofa.Kew- "systme ofwork-related

IL

1. A clear sequence(hierarchy) of servicesgeared to various levelsof need.

2. Special services gearedto the special needs ofworkers and employers.

3. Clear standards formoving from one levelto the next

4. Appropriate tools toassess learner andworkplace needs.

5. A corps of professionalswith the expertise,commitment, and timeto provide high-qualityservices.

6. Efficient, user-friendlymechanisms for linkingadult educators to othereducation programs andto other players in thesystem.

7. Appropriate learningfacilities andtechnologies to enablebusy workers to learn.

8. Sustained, consistent,adequate funding fromthe public and privatesectors.

9. A commitmentto making thissystem work.

Bartlett, Grubb 1997, Hart-Landsberg and Reder, Hull,Jurmo 1994).

In addition to the basic skillsprograms carried out in theworkplace itself for already-employed ("incumbent")workers, adult educators havehistorically provided work-related literacy and English forSpeakers of Other Languages(ESOL) services in community-based programs, prisons, andother non-workplace programs.This interest in using adultbasic education to preparelearners for the world of workis reflected in the growth inwork-related curriculummaterials (both print- andcomputer-based) whichpublishers have generatedsince the mid-1980s.

Adult educators have thusshown that they are willingand able to use adult basiceducation as a tool forworkforce and economicdevelopment. It seems logicalthat adult basic educationwould be a major player in thenew workforce developmentsystems now being developedat the state level. As notedearlier, however, that is oftennot the case. Adult basiceducation has, in fact, beenattacked as too weak anentity with irrelevant,"decontextualized" curricula;poorly-supported, part-timestaff; based in institutionalsettings physically andpsychologically remote fromthe jobtraining programsand workplaces which are atthe heart of the employmentsystems to be of much helpto either workers or employers(Grubb, 1996).

7 0Adult educators are thuschallenged to re-think howthey approach the job-related

learning needs of the peoplethey serve. As a field, we needto be more clear about whatthe job-related needs are ofthose we serve; identify whatfactors need to be in place tohelp workers succeed inwamwommummmzmzmuzmuommwammgmam

If adult educators don'trecognize the need tobe more systematic

and pro-active in whatwe do, we as a

profession will likelycontinue to be

marginalized and thepeople we hope to

serve will not get theeducational services

they need.UMMIMM.,V.M.Z.,,,VMW2MMUMMVP,',..MMUsaMM.,,Mi'Ma

meaningful, rewarding jobs;and educate policy makersabout (a) the basic skills needsof the U.S. workforce, (b) whatadult basic education canaccomplish for workers (bothemployed and unemployed)and employers, and (c) thesupports we need to do ourwork effectively.

We then need to work withpolicy makers to re-thinkthe roles that adult basiceducation can play at variouslevels and in various settingsof the emerging workforcedevelopment systems. Weneed to agree upon a "vision"for work-related adult basiceducation [See VISION].

If adult educators don'trecognize the need to be moresystematic and pro-active inwhat we do, we as a professionwill likely continue to bemarginalized and the people wehope to serve will not get theeducational services they need.

Literacy Across the Curriculum Med/a Focus Vol. 13 No. 3 1998 The Centrre for Literacy

LAC WINTER INSTITUTE 13

ReferencesCastellano, Marisa (1997).

"It's Not Your Skills, It's the Test"in Hull, Glynda (ed.)Changing Work. ChangingWorkers. Albany, NY: StateUniversity of New York Press.

Cole, Paul F. (December 1997)."A New Vision for WorkforceDevelopment" Presented at theDecember 1997 New York Stateworkplace education conference,New York City.

D'Amico, Deborah and Schnee,Emily (1997). "It ChangedSomething Inside of Me: EnglishLanguage Learning, StructuralBarriers to Employment, andWorkers' Goals in a WorkplaceLiteracy Program" in Hull,Glynda (ed.) Changing Work.Changing Workers. Albany, NY:State University of New York Press.

Darrah, Charles N. (1996).Learning and Work: AnExploration in industrialEthnography. New York andLondon: Garland Publishing, Inc.

Folinsbee, Sue and Jurmo, Paul(1994). Collaborative NeedsAssessment: A Handbook forWorkplace DevelopmentPlanners. Don Mills, Ontario:ABC CANADA.

Gowen, Sheryl and Bartlett, Carol(1997). "Friends in the Kitchen:Lessons from Survivors" in Hull,Glynda (ed.) Changing Work.Changing Workers. Albany, NY:State University of New York Press.

Grubb, W. Norton (1996). Learningto Work: The Case for IntegratingJob Training and Education.New York: Russel Sage Foundation.

Grubb, W. Norton (1997). "Dickand Jane at Work: The NewVocationalism and OccupationalLiteracy Programs" in Hull,Glynda (ed.) Changing Work.Changing Workers. Albany, NY:State University of New York Press.

Hart-Landsberg, Sylvia and Reder,Stephen (1997). Teamwork andLiteracy: Teaching and Learningat Hardy Industries" in Hull,

110Glynda (ed.) Changing Work,,Changing Workers. Albany, NY:State University of New York Press.

Hull, Glynda (1997). "HearingOther Voices" in Hull, Glynda(ed.) Changing Work. ChangingWorkers. Albany, NY: StateUniversity of New York Press.

Jones, Roberts T. (March, 11,1997). Testimony on JobTraining Reform before theSubcommittee on Employmentand Training, Committee onLabor and Human Resources,U.S. Senate.

Jurmo, Paul (1994). WorkplaceEducation: Stakeholders'Expectations. Practitioners'Responses. and the RoleEvaluation Might Play. EastBrunswick, NJ: LiteracyPartnerships

Jurmo, Paul (October 1996).State-Level Policy for WorkplaceBasic Education: WhatAdvocates Are Saving.Washington, DC: NationalInstitute for Literacy.

McCain, Mary L. and Pantazis,Cynthia (1997). "Respondingto Workplace Change:A National Vision for a Systemfor Continuous Learning."Alexandria, VA: AmericanSociety for Trainingand Development.

Simon, Martin (February 21,1997)."Background Paper: Strategiesfor Investing Public Resourcesin Incumbent Worker Training."Washington, DC: NationalGovernors' Association.

Paul Jurmo is a researcher,writer and consultant on worlybrcebasic skills. He can be reachedat Learning Partnerships,14 Griffin Street East Brunswick,NJ 08816-4806, Tel: 732-254-2237.

This paper was prepared for the1998 Winter Institute on AdultBasic Education in the Workplace,Georgia Institute of Technology,Atlanta, Georgia, January 28-30,1998.

71

...The perils of not payingattention continued from page 3

choice to avoid technologyuse absolves them and thestudents in their classesfrom paying critical attentionto technology issues. Inother words, both groupscontribute to the very same end.

And when such thingshappen, when we allowourselves to ignoretechnological issues, whenwe take technology forgranted, when it becomesinvisible to us, when weforget technology's materialbasesregardless of whetheror not we use technologywe participate unwittingly inthe inequitable literacysystem I have just described.

[After suggesting somedirections for the profession,Selfe concludes] .. It is myhope, that by paying someattention to technology, wemay learn some lessonsabout becoming betterhumanists as well.

The address offers a probinganalysis of current trendsin literacy and technology inthe US, including examplesof disproportionate stateexpeditures in both areas in thepast three years. Thefull textis available on the NCTE website at www.ncte.org

The Centre for Literacy Vol. 13 No. 3 1998 Literacy Across the Curriculum Med/a Focus

114 IN THE CLASSROOM M F'Power Point' to the people:Technology in a basic skills programby Cherrye Witte, Flint RiverTechnical School, Georgia

[Cherrye Witte participated inthe Winter Institute in Atlantain January 1998 where shetalked with excitement aboutthe Power Point presentationsdone by her Adult Basicstudents from a Georgia mill.Many literacy instructors havedtfficulty imagining howstudents could use "high tech"before being proficient atreading and writing; Cherryeargued convincingly that thebasic skills were reinforcedthrough technology use. Sheshares her experience here.LSI

Thomaston Mills in Georgiauses the TABE (Test of AdultBasic Education) to evaluateworkers; the score determinesjob placement. Based onthose scores, the Mill oftenrecommends workers tothe company's EducationalRenewal Program at FlintRiver Technical School whereI teach. This program isvoluntary, with workerscoming on their own timewithout pay from the company.

Their motivation for comingis either personal satisfactionor a desire to improve TABEscore to qualify for promotion.Many just want to to be better

at what they already do. Onceenrolled, workers establishtheir own goals which rangefrom GED preparation (forthose lacking a high schooldiploma), introduction to thecomputer or a generalrefreshing of academic skills,as the name of the programimplies. The curriculum isdeveloped to fit individualneeds applying a functionalcontext approach to makeeach assignment relevant.

continued on page 16

A Job Description PresentationThis is your projectto create and produce adescription of the job youhave with Thomaston Mills.The Power Point presentationis a collection of slides,handouts, speaker's notes,and an outline, all in one file.Slides can have titles, text,graphs, drawn objects,shapes, clip art, drawnoriginal art, overheadtransparencies, or 35mmslides using film.

Remember that you knowmore about what you do thananyone else does, so pleaseexplain it to us. You shouldmake at least 10 slides that

will be presented in a timedslide show and also printedout as a graphic. You shouldinclude at least one graph orchart and about 4 graphics(clip art, pictures, or paintdrawings).

Although your job is differentfrom anyone else's, you maywant to make slides coveringthe following information:

1. Title slide (your name, job,date, etc...)

2. Basic skills needed3. Specific knowledge to be

used4. Necessary work behaviour 7

5. Job summary (What doyou actually do?)

6. Tools and equipment used7. Terms and definitions

particular to your job8. Safety measures necessary9. Summary of total

presentation

When it's time to run throughyour Power Point Tutorialinstalled on your computer,you may need to do it acouple of times to feel reallycomfortable with theprocedure. If you have anyquestions or problems, yourinstructor will be glad to help.

Literacy Across the Curriculum Med/a Focus Vol. 13 No. 3 1998 The Centre Tor literacy

15IN THE CLASSROOM

A sample of a Power Point job descriptionSally Wright

My JobAir Jet OperatorWeaverThomaston Mills10-11-97Weave Department

Specific Knowledge Needed

How to start upHow to stopHow to draw endsHow to keep ends straight

Weavers Make Cloth For...

CurtainsComfortersSheetsPillow casesShams

Tools Needed

ScissorsPencils (cloth)Reed hookClampsTie thread

Weavers' Skills

Know where ends goKeep all ends in their placeTie (weave) knotsBuild speedGet production

Work Behavior

c(7); PatientPolitePersistent

/1_11111h

Terms Particular to My Job

Seconds-Imperfect clothThin places-Warps running verticalStringy selvages-strings on end ofroll of clothWavy cloth

Safety Measures

Watch for flashing lights - DangerStay away from moving partsStay alertKeep hair short

The Centre for Literacy VoL 13 No. 3 1998 Literacy Across the Curriculum - Media Focus

Th IN THE CLASSROOM M Fcontinued from page 14

One of the most successfulassignments has been aproject to make a PowerPoint presentation of theindividual's job description.I chose Power Point becauseit forces users to practiceusing a wide range ofacademic skills emphasizedin the course, includingcritical thinking, vocabulary,graphs and charts, grammar,composition, and computerliteracy; yet, it requires thesimplest of basic computerskills.

This assignment is onlyintroduced when I feel thatthe learner is somewhatcomfortable at the keyboardand would not feelintimidated by the project.The time frame varies withthe individual. Once thetask is undertaken,learners analyze their jobs,organize their thoughts tocommunicate clearly withbrevity, and apply computerskills to create the product.They are given a sketchyoutline of slides to includewhich I discuss to makesure they understand. Whenthey complete this project,most workers have increasedself-esteem and pride intheir profession, as well ascommand of essential skills.

The written instructionsI give for the assignment arein BOX 1, p.14.

Cherrye Witte can be reachedat Flint River Technical School,(706) 646-6219.

Teaching andlearning with theInternetTeaching and Learning withInternet-Based Resources ,

is a report from the NationalInstitute for Literacy (NIFL).Based on a project in Oregonthat asked 245 adult learnersand 123 instructors whatthey would like to learn usingInternet-based resources, thereport describes the curricularmaterials that were subsequentlydeveloped and the staffdevelopment process thathelped implement the projectand evaluate the outcomes.

The document provides easy-to-use guidance, includinghow to use e-mail, electronicmailing lists and conferences,and how to search for andevaluate information on theWeb. Written for beginners, ithas lesson plans and activitiesand pays special attention tothe adult literacy population.

"Lessons" from the projectsuggest that a wealth of adulteducational material alreadyexists on the Internet andthat adult literacy, broadlydefined, should be addressedin educational activities in avariety of settings.

Teaching and Learning withInternet-Based Resources,by Susan Cowles, LiteracyLeadership Fellowship ProgramReports, vol. III no. 2, can beordered from the NationalInstitute for Literacy, 800Connecticut Avenue, NW, #200,Washington, D.C. 20202-7560,Tel.:(202)632-1500; Fax: (202)632-1512, In the US, toll-free1(800) 228-8813, Web site:www.nifl.gov

NALD organizessharewareRecognizing that there isindeed a wealth of adulteducational material alreadyon the Internet, but that it islargely unorganized and thatinstructors rarely have thetime to search and evaluate,NALD has begun an on-goingprocess of gathering andorganizing shareware thatcould be of interest to theadult literacy field. Ed Lowery,a dedicated New Brunswickvolunteer, is responsible forthe project. He is workingwith a committee from thefield across Canada, severalof whom are having their ownstudents evaluate some ofthe materials. Because ofthe sheer volume, NALD hasdecided at this time not torecommend software. Loweryclassifies it under headings,points to and describes it,often in the words of thedeveloper, allowing users todecide its value. For materialsthat have been independentlyevaluated, the reports areincluded.

For shareware listings,visit the NALD Web sitewww.nald.ca underResources.

74


F LIBRARY 17

The future oflibraries andresearch in anelectronic age[In 1996, a Task Force of theAssociation of Universitiesand Colleges of Canada andthe Canadian Association ofResearch Libraries produced areport on the future of scholarlycommunication and theimplications for universityresearch libraries. What doesthis have to do with morecommon forms of literacy?Everything. The observationson the transformation ofuniversities are relevant to alllevels offormal education,including adult basic education,which is often left out of thespectrum; the observations onOthe organization of informationand access apply to publiclibraries and literacy resourcecentres, physical and virtual. Ed.]

Below are some excerptsfrom The Changing Worldof Scholarly Communication:Challenges and Choices

for Canada

The net effect is that, in themid 1990s, the universitylibrary can best be thoughtof as a gateway to just-in-time resources rather thana repository of publishedknowledge.(5)

Digitization further allowsthe integration of multipleinformation sources asneeded and permits thetransmission of both sourcematerials and customizedproducts via all types of

O telecommunications . (5)...The result is a potentiallyradical transformation of the

traditional hierarchies inuniversities, at least insofaras teaching and mentoringgo, as students become lessand less dependent uponthe institutions theyattend.(6)

We expect that electronicpublishing will becomemore prevalent and willultimately achievewidespread recognitionas a legitimate formof scholarly communi-cation.(6) ...[Amongissues of concern are]user acceptance,the future form ofscholarly journals, thelong-term accessibilityof electronic information,and the costs and benefitsto the academic communityof this new mode of scholarlycommunication. (6) ....[M]aterial found on theInternet or found on Webhome pages is not archived ororganized bibliographically,and ...the search enginesnow in existence are stillnot adequate for systematicscholarly searches. ... (6)[These new electronicjournals do not carry thesame prestige or status asthe traditional print journals,particularly the long-established journals.(6)

...[I]ncreasingly, readerscan find informal electronicreviews of the same booksposted perhaps only daysor weeks after publication.There are clear implicationsfor the future of the bookreviews in established printjournals and indeed for thecontinued survival of someCanadian journals.(6-7)

The most highly regardedwork in a field, however,will likely continue to be

-Ommunicati6,in

( halielgs-swie/ e.hohr

""

established in print, forthe foreseeable future, evenif available in electronicform.(7) ...[T]hus, printpublications will remainfor many years as themost common medium forscholarly communication. (7)

The history of knowledge isreplete with examples ofemerging technologies andnew storage and retrievaldevices unable to accesspreviously encoded data. (7)

Can universities affordto invest significantly inthe required electronicinfrastructure whilemaintaining support fortraditional publications?Can they afford not to?What trade-offs will haveto be made? Do scholarsrely as extensively on printholdings as they claim? (7)

continued on page 19

The Centre for Literacy VOI. 13 No. 3 1998 Literacy Across the Curriculum Med/a Focus75

[DAV[10 CRYSTAL

6:3

Ann

dab

AM.

compared with a decade ago.All the indications are that thedramatic growth of the newelectronic medium, in all itscommunicative versatility is setto continue. But the implicationsfor literacy have only recentlybegun to be explored.

We have all heard a lot abouthow demands of literacyhave grown. Notions suchas 'functional literacy' havebecome increasingly complexto operationalise. People haveencountered more graphic.variation on the physical pagethan ever before, and have foundthemselves in more settingswhere they need to respond to it.

Millennium has alwaysbeen one of the mostmis-spelled words,with its unusual

doubling of letters, and if therehas been an unlooked-for benefitof the current mania for the year2000 it is the unprecedentedexposure which this word hasreceived. I could never rememberhow many n's it had, and alwayshad to look it up but notany more. It now spills ontomy screen without a secondthought. And even if I did havesecond thoughts, a spelling-checker would sort it out for me.

Screens and spelling-checkers.Routine today, for many people,

Now a new range of graphicvarieties is emerging, with evenmore variations, and introducingnew constraints on perceptionand intelligibility. The VDUscreen, and the software thatfeeds it, is taking literacy in new- and little analysed - directions.Consider the problems formemory and comprehensionof scrolling - the sidewards ordownwards movement of texton the screen. Consider thecognitive demands ofsuperimposed windows or ofsplit screens. Consider whatis involved when we processhighlighted, coloured oranimated text. And, aboveall, consider how we are toassimilate the novel featuresintroduced by the new medium,such as the use in e-mailmessages of special graphicconventions to capture spokentones of voice, or the floutingof the standard conventionsof spelling and punctuation.

It is unclear just how much of achallenge this new perspectivewill be for children. The screen,and whatever is on it, has anintrinsic appeal to a generationbrought up in an electronic Ny

b

world. But for the screen to beput to the service of literacyeducation, the link has to beperspicuously introduced.Children or, for that matteradults have to be formallyshown that the facilities ofthe new medium can be usedto develop a powerful andsophisticated literacy. Alreadywe see this happening, in theform of new equipment andtechniques in special-needssettings, but there is an urgentneed for information about whatthe medium can legitimately beexpected to do - which is why theDocklands Learning AccelerationProject, being carried out onbehalf of the National LiteracyAssociation, is so important.

Fresh possibilitiesThe electronic revolution hasoften been hailed as the endof the book but this canbe taken with a large pinch ofsalt, for every communicationrevolution has been heraldedas the end of something. Theprinting press was condemnedas the machine of the devil.People thought film woulddisplace novels. They thoughtTV would displace film. Whatactually happens is that a newmedium settles down and takesits place alongside the others,offering fresh possibilities. Inthe case of electronic media,the strength is undoubtedlyinformation retrieval - youcan look more things up morequickly than ever before. Thiswas always the weakness ofa book, notwithstanding thepower of a good index.

The strength of the book, bycontrast, is in presentationand organisation. No screenis ever likely to offer the visualpossibilities that are routinelyavailable on a large printedpage. No amount of windowsmanipulation can replace what


VI CRYSTAL / LRAY continued 19

we do when we are workingon a project, and see our

VP thoughts usefully littered acrossthe desk scribbled on bits ofpaper. Nor is the screen likelyto replace the physical presenceof the book. Maybe one day weshall curl up in bed with a VDU,or take one in the bath - but notfor a while yet.

This special issue [of Literacy forAll] gives us an opportunity totake stock of where we are, inrelation to literacy, and to thinkabout the future. Its focusenables us to focus on the greataxiom of literacy that literacyunderpins livelihood. Literacyeducators have known this foryears, but the message stillneeds to be brought to theattention of a larger public, andin particular to those controllinggovernment purses. Literacy isat the heart of educationalprogress. Support for literacy is

O the best way a government caninvest in the future of its people.And the message of the millenniumis simple: the future is now.

Professor David Crystal OBE,honorary Professor of Linguisticsat University of Wales, Bangor,is Chair of the National LiteracyAssociation (NLA) in the UK.Professor Crystal is known for hismany publications on language.

The NLA is an umbrella ofeducational organizations,including five teachers' unions.It runs the Docklands LearningAcceleration Project, the biggestschool literacy and technologyproject in the UK.

This article originally appearedin Literacy for All, The QuestionsPublishing Company, for NLA,1997, p.2. Reprinted withpermission.

Libraries continued from page 17

ChoicesA major thrust is neededto develop new tools thatcan be applied to track theavailability and use made ofelectronic publications, andto address the question ofaccess to materials (9)

...[Humanities s]cholarsdo not possess the sameaccess to these facilitiesas their colleagues in thenatural sciences, medicineand engmeering. Universitiesshould ensure that suchdiscrepancies are corrected,and at the same time takesteps to facilitate studentaccess to campus networksfrom on and off campus.They should also developtraining programs todevelop literacy in thenew electronic media.(9)

..[T]he technical andlegal obstacles to achievingthis vision must not beunderestimated... (9)

For commercial publishersand the entertainmentindustry, ... the reproductionof documents over theInternet without charge isperceived to be harmful totheir sales of print works.(10)

The educational and librarycommunities must thereforecontinue to participateaggressively in currentdebates on reform of copyrightlegislation, and to press for afair and balanced copyrightregime in Canada. (11)

Available at www.aucc.ca.A print version can be orderedfrom AUCC, 600-350 AlbertStreet, Ottawa, ON, K1R 1B1,Tel.: (613) 563-1236;Fax: (613) 563-9745.

DefininginformationliteracyA document entitled StudentInformation Literacy Needsin the 21st Century has beenproduced by the Associationfor Teacher-Librarianship inCanada and the CanadianSchool Library Association.Included are a set ofprofessional and personalcompetencies for teacher-librarians, a Student Billof Information Rights, anda glossary of terms where"information literacy" isdefined as follows:

The ability to: recognize theneed for information to solveproblems and develop ideas;pose important questions;use a variety of informationgathering strategies; locaterelevant and appropriateinformation; assessinformation for quality,authority, accuracy andauthenticity. Includes theabilities to use the practicaland conceptual tools ofinformation technology, tounderstand form, format,location and access methods,how information is situatedand produced, researchprocesses, and to formatand publish in textual andmultimedia formats and toadapt to emerging technologies.

A text version is available atwww.sbe.saskatoon.sk.ca/-atic / index.html and atwww.geocittes.com/Athens /Olympus / 1333 / competen.htm

Copies can be ordered for $2.each from Lynne Lighthall,School of Library, Archival &Information Studies, 831-1956Main Mall, Vancouver BC,Canada V6T 1Z1

The Centre for literacy Vol. 13 No. 3 1998 Literacy Across the Curriculum Media Focus

20 RIEvEM ACOn class size:Data and values

Ir")ss,(0

Class Size,

AcademicA.clileveTnel't

OAPublic Policy

suianne Ziegler

International researchconsistently finds thatmoderately reducing class sizeto numbers that exceed 17 hasonly small impacts on studentachievement; yet there is stilla strong demand for this"high-cost, low-return"investment among parents,teachers and policy-makers.In the first of what will be aseries of occasional papersby the Canadian EducationAssociation on current publicpolicy concerns, researcherSuzanne Ziegler reviews theliterature on class size beforereaching her conclusion. Whilesmaller class size can havebeneficial outcomes in termsof school morale and teacherretention, she argues, it isalmost always implemented inthe name of increased studentachievement, for which there islittle evidence. There are other

alternatives such as smallgroup and individual tutoringwhich also involve cost butshow greater payoff. However,for many, small class size is anidea that "feels" good, and "(alswith so many issues ineducation, the ultimate answerslie in values, not data."(7) [LS]

Suzanne Ziegler, "Class Size,Academic Achievement and PublicPolicy," Connections Vol.1, No.1,November 1997, CanadianEducation Association.

This paper is available in Englishand French for $10, includingGST and shipping, from the CEA,252 Bloor Street West, #8-200,Toronto, ON, M5S 1V5,Tel.: (416) 924-7721;Fax: (416) 924-3188;E-mail: [email protected];Web site: www.acea.ca

The LiteracyAudit KitAlberta continues to developand produce outstandingliteracy materials for thosein the field and in the largercommunity. The AlbertaAssociation for Adult Literacy(AAAL) is not the first toproduce an instrument fororganizational literacy audits,but they have surpassedearlier ones with The LiteracyAudit Kit.

Using the combination manualand video, any organizationcan assess its ownaccessibility to clients withlimited literacy. The manualis laid out in five sectionsexplaining what an audit is

and a rationale for doingone, then how to conduct one,and how to interpret resultsand respond. In the last twosections, users are educatedabout current definitions,and given succinct readableexplanations of the manyfactors that cause low literacy,plus information aboutadditional resources.

The video shows an audit inaction. An envelope of mastercopies of key pages is includedin the kit with an invitationto photocopy them for use.The Literacy Audit Kit isgraphically superb andembodies what it teachesit presents a complex notionin plain language withoutthe loss of intelligence thatopponents of plain languageoften fear. [LS]

7 8

The Literacy Audit Kit can beordered for $40, including GSTand postage and handling, fromthe Alberta Association for AdultLiteracy, 605, 332 - 6 Avenue S.E.,Calgary, AB, T2G 4S6, Tel,:(403)297-4994; Fax: (403) 297-6037.


C NIFERE CES 21

Media Educationw Conferences

Quick list(see chronological listing forinformation sources)

Education in late modernity:beyond narrowing agendasJune 10 - 12, 1998, London UK

National Media EducationConferenceJune 28 - July 1, 1998,Colorado Springs, CO

NYU-London UniversitySummer Abroad Programin Media EducationJune 27 - July 12, 1998,London, UK

Teaching with MainstreamMediaSUMMER 1998, Universityof Arizona at Tucson, Collegeof Education

ChronologicalConference ListingLocal

National/InternationalCanadian Association forDistance Education (CADE)May 21 - 24, 1998Banff Centre, Banff, ABInformation: Lori Oddson,Learning Services Outreach,Athabaska University, 2nd Floor,North Tower, 10030-107 Street,Edmonton, AB, T5J 3E4

Congress of the SocialSciences and Humanities*May 27 - June 6. 1998University of OttawaOttawa, ONInformation: Congress ofthe Social Sciences andHumanities, Humanities and

Social Sciences Federationof Canada, 151 Slater Street,# 415, Ottawa, ON, KIP 5H3,Tel.: (613) 238-6112, ext. 312;Fax: (613) 236-4853;Web: [email protected]

Canadian Association forthe Study of Adult Education18th Annual ConferenceMay 29 - 31, 1998Ottawa, ONInformation: Maurice Taylor,University of Ottawa, 145 JeanJacques Lussier, Ottawa,ON, KiN 6N5,E-mail: [email protected]

Canadian CommunicationAssociation AnnualConferenceCongress of the SocialSciences and Humanities*May 31 - June 3, 1998Ottawa, ONInformation: Roxanne Welters.CAA, Liaison Officer, Départementde communications, Universitéde Montréal, C.P. 6128, Succ.Centre-Ville, Montréal, QC,H3C 3J7Tel.: (514) 343-6111, ext. 5434;Fax: (514) 343-2298;E-mail: [email protected]

Education in late modernity:Beyond narrowing agendasJune 10 -12, 1998University of London, UKInformation: Cathy Bird,Conference Office, Instituteof Education, University ofLondon, 20 Bedford Way, LondonWCIH OAL,Tel.: 011-44-171-612-6017;Fax: 011-44-171-612-6401;E-mail: [email protected]

Laubach Literacy Action1998 Biennial ConferenceJune 11- 14, 1998Columbus OHInformation:Tel.: (315) 422-9376, ext. 283;Fax: (315) 422-6369

79

4th International PartnershipConference"New Alliances for Learningfor the Next Millenium"June 27 - July 1, 1998Trondheim, NorwayInformation: Ragnhild Aamot, NIF,PO Box 2312 So 111, 0201 OSLO,Norway,Tel.: +47 22 94 75 00;Fax: +47 22 94 75 01;E-mail: [email protected]

National Media EducationConference"A Paradigm for Public Health"June 28 - July 1, 1998Colorado Springs, COInformation: Conference Office,2121 S. Oneida Street, #325,Denver CO 8024-2552,Tel.: (303) 756-8380;E-mail: [email protected]

The Penn State Conferenceon Rhetoric and CompositionJuly 4 - 7, 1998Penn State University ParkInformation: Roberta Moore,Conference Planner; E-mail:[email protected]

Canadian EducationAssociationJuly 9 - 11, 1998Quebec City, QCInformation: Canadian EducationAssociation, Suite 8 - 200,252 Bloor Street West, Toronto,ON, M5S 1V5Tel.: (416) 924-7721;Fax:(416) 924-3188;E-mail: [email protected]

Association for InformationTechnology in TeacherEducation (UK) 1998"Moving Forward with ITin UK, Europe and the World"July 16 - 18, 1998University of AmsterdamInformation: Tony Haskins, ITTEConference Co-ordinator, IM&C,Liverpool Hope University College,Hope Park, Liverpool, L16 9JD

The Centre for Literacy Vol. 13 No. 3 1998 L/teracy Across the Curriculum Media Focus

22 COMFEREMICES

International ReadingAssociation (IRA)World CongressJuly 21 - 24, 1998Ocho Rio, JamaicaInformation: IRA,800 Barksdale Road, PO Box8139, Newark, DE 19714-8139,Tel: (302) 731-1600 or800-336-READ.

11th Annual Adult Learningand Technology Conference(ALT)July 28 - 31, 1998Michigan State UniversityInformation: E-mail:[email protected] Michigan State LiteracyResource Center (517) 774-1294

18th InternationalConference on CriticalThinkingAugust 1 - 4, 1998Rohnert Park, CAInformation:Tel.:(707) 664-2940;Fax: (707) 664-4101;E-mail: [email protected]

Third InternationalConference for GlobalConversations on Languageand LiteracyAugust 5 - 7, 1998Bordeaux, FranceInformation: NCTE, 1111 W.Kenyon Road, Urbana,IL 61801-1096,Tel: (217) 328-3870, ext. 203;Fax: (217) 328-0977

Fourth National LiteracyConference"Between Standardsand Diversity"Manitoba Association ofTeachers of English &Canadian Council of Teachersof English Language ArtsOctober 23, 1998Winnipeg, MBInformation: Debra Radi,Conference Chair, Fourth NationalLiteracy Conference, Oak ParkHigh School, 820 CharleswoodRoad, Winnipeg, MB, R3R 1K6,

Tel.: (204) 895-721;Fax: (204) 895-8889;E-mail: [email protected]

47th Annual AmericanAssociation for Adult andContinuing Education(AAACE)November 18 -22, 1998Phoenix AZInformation:Tel.: (202) 429-5131;Fax: (202) 223-4579

National Council ofTeachers of English (NCTE)November 19 - 22, 1998Nashville, TNInformation: NCTE, 1111 W.Kenyon Road, Urbana, IL 61801-1096,Tel: (217) 328-3870, ext. 203;Fax: (217) 328-0977

Modern LanguageAssociation (MLA)December 27 - 30, 1998San Francisco, CAInformation: MLA,10 Astor Place, New York,NY 1003-6981

Ontario Council ofTeachers of EnglishFebruary 19, 1998Toronto, ONInformation: Alex Bostock,Tel.: (416) 393-5501;Fax: (416) 393-5631

Conference on CollegeComposition andCommunication (4Cs)March 24 - 27, 1999Atlanta, GAInformation: NCTE, 1111 W.Kenyon Road, Urbana,IL 61801-1096,Tel: (217) 328-3870, ext. 203;Fax: (217) 328-0977

so

Fourth National WritingAcross the CurriculumConference"Multiple Intelligences"June 3 - 5, 1999Ithaca, NYInformation:Tel.: (607) 255-2955;Fax: (607) 255-2956;E-mail: [email protected] site:www.arts.cornelLedu/jskwp /wac99.html

7th InternationalInterdisciplinary Congresson WomenJune 20 - 26, 1999Tromso, NorwayInformation:Tel.: +47 77 64 58 99;Fax: +47 77 64 64 20;E-mail:[email protected] site: www.skk.ult.no/WW99/ww99.html

International Federation ofTeachers of English (IFTE)July 7 - 10, 1999Warwick, ENGLANDInformation: NATE, 50 BroadfieldRd., Sheffield,S8-0XJ England,Tel.: (0114) 255-5419;Fax: (0114) 255-5296

* Beginning in 1998, theCongress of the SocialSciences and Humanitiesreplaces the former LearnedsConference held annually inCanada since the 1930s.

Summer Institutes1998

Summer Institute forTeachers of Literature (NCTE)"Literature and Literacy inthe Age of Technology:Translating Theory intoClassroom PracticeMay 31 - June 1, 1998Myrtle Beach SCInformation: NCTE, 1111 W.Kenyon Road, Urbana, IL61801-1096,Tel: (217) 328-3870, ext. 203;Fax: (217) 328-0977


CO FE ENCES 23Adult Education

O Summer Institutew Learning in the Workplace,

Learning in the CommunityJune 1 - 12, 1998Concordia UniversityMontreal, QCInformation: 1998 AdultEducation Summer Institute,Department of Education,Concordia University,1455 de Maisonneuve BoulevardW., Montreal, QC, H3G 1M8,Tel.: (514) 848-2029;Fax: (514) 848-4520;E-mail: [email protected]

Sixth Annual Institutein Management andCommunity DevelopmentJune 15 - 19, 1998Concordia UniversityMontreal, QCInformation: Institute inManagement and CommunityDevelopment, ConcordiaUniversity, Loyola Campus,7141Sherbrooke Street West, CC 326,

Ai Montreal, QC, H4B 1R6,(514) 848-3956;

Fax: (514) 848-4598

Summer Institutefor TeachersComputers in Writing-Intensive Classroomswith Dr. Cynthia Selfe &Dr. Gail HawisherJune 15 - 26, 1998Michigan TechnologicalUniversityHoughton, MIInformation: Gretchen Janssen,Office of Conferences andInstitutes, MichiganTechnological University,1400 Townsend Drive,Houghton, MI 49931-1295;Tel.: (906) 487-2263;Fax: (906) 487-3101;E-mall: [email protected]

The Centre for Literacy& Georgia Tech LifelongLearning NetworkLiteracy & Technology:Maintaining a Human FaceJune 25 - 27, 1998Montreal, QCInformation:Tel: (514) 931-8731, ext 1415;Fax (514) 931-5181;E-mail: [email protected]

NYU-London UniversitySummer Abroad Program inMedia EducationJune 27 - July 12, 1998Teachers and Graduatestudents can earn NYUcredits studying with DavidBuckingham and otherleaders in media education.Information:JoEllen Fisherkeller,Tel.: (212) 998-5807;E-mail: [email protected] Melissa Phillips,E-mail:[email protected]

Martha's Vineyard SummerWorkshops1998 Institute on Writingand TeachingJuly 1 - 14, and July 16 -30,Information:Becky Mallaghan, Martha'sVineyard Summer Workshops,Dpartment of Englsih, 406 HolmesHall, Northeastern University,Boston, MA 02115,Tel.: (781) 373-3637;E-mail: [email protected];Web site:www.casdn.neu.edu/-englsih/gradx.htm

81

National Writing and ThinkingNetwork Workshops in Writingand Thinking for HighSchool StudentsJune - JulySites in Illinois, Louisiana,Massachusetts, Minnesota,Ohio,Oregon,Information: Judi Smith,Bard College, PO Box 5000,Annandale-on-Hudson, NY12504-5000,Tel.: (914) 758-7484;E-mail: [email protected]

Teaching with MainstreamMediaUndergraduate andgraduate levelsUniversity of Arizona atTucson, College of EducationInformation: Dr. Richard Ruiz,Director of LrC, College ofEducation, University of Arizona,Tucson, AZ 85721

Writing ProgramAdministration (WPA)Summer Workshop andConference"Making a Difference:Writing Programs at Work"July 13 - 16; July 16 -18, 1998Tucson AZInformation: (520) 621-3371;E-mail: [email protected]


24 AMMOUNCERIEKUS AThe Centre for Literacy of Quebecand Literacy Partners of Quebec

invite you to

r °Liter rn. eiiec

at Cedarbrook Golf Club300 Des Cedres, Ste-Sophie, Québec

Noxieg i'vtay 25,1198eds from 1998

supporty& liter*i;t

Aprojects at:\ntreal Gine'

d Jewiiii General llospitals,and Family Literacyprojects in Quebec.

MontrealOno940

rv1.10 6Cable13

Host:Dennis nodeau,.CBC Newswatch,Montreal,

Participatory adultliteracy practiceThe First GlobalREFLECT Conference

November 3 - 7, 1998Bhubaneswar, Orissa, Indiahosted by ActionAid Indiapreceded by organized fieldvisits in Bangladesh, Nepalor India from October 25 - 31

REFLECT is a radical newapproach to adult literacy andsocial change developedthrough field practice inUganda, Bangladesh and ElSalvador from 1993 to 1995.Following publication of theREFLECT Mother Manual, theapproach is being used in 25countries with 95 differentorganizations.

This meeting will provide anopportunity for sharing theexperiences. The MotherManual is also being radicallyrevised through a

collaborative process tocapture the innovations bypractitioners around theworld. The draft of therevised manual will beavailable for review anddiscussion at the conference.

Information:Ms. Vasumati, REFLECTGlobal Conference, ActionAidIndia, 3 Rest House Road,Bangalore 560 025, India,Tel.: 00 91 80 5596682or 5586583;Fax: 00 91 80 5586284;E-mail:[email protected]

UK: Bimal Phnuyal/ DavidArcher, International EducationUnit, ActionAid, HamlynHouse, MacDonald, Archway,London N19 5PG, UK

Workshops on Making Connections,Canadian Congress for Learning Opportunitiesfor Women (CCLOW) organizes cross Canadaworkshops on using woman-positive curriculumFollowing the publication of Making Connections in late 1996,practitioners across the country asked for more guidance onusing the materials in a variety of contexts. How could one useit with mixed gender groups? How could one use it where therewas already a prescribed curriculum? How could one adapt it toclassrooms/one-on-one tutoring/different levels of instruction?In response to these and other requests, CCLOW, with supportfrom the National Literacy Secretariat, trained a group offacilitators to offer an initial series of workshops across Canadaby June of 1998.The outcome will be a publication useful to teachers concernedwith woman-positive literacy and basic skills education.

For information, contact Joanne Lindsay, CCLOW,Tel.: (416) 699-1909; Fax: (416) 699-1245

Literacy Across the Curriculum - Med/a Focus Vol. 13 No. 3 1998 The Centre for Literacy

LA ANNOUNCEMENTS 25

CALL FOR PAPERSFourth National Writing Across the

Curriculum Conference"Multiple Intelligences"

hosted by Cornell University with College of Charleston,The Citadel, and Clemson University

June 3 5, 1999Ithaca, NY

The conference will consider relationships betweenwriting "across" the curriculum and writing "in" the

disciplines. It will address WAC issues such asadministration, assessment, curriculum, economics, facultydevelopment, history of WAC, interdisciplinary collaboration,

student, learning, politics, research, school/college collaboration,teaching, technology, theory, writing, and other forms of

communicating across disciplines.

Information and proposal guidelines:Tel.: (607) 255-2955: Fax: (607) 255-2956;

E-mail: wac99-conf@cornelleduWeb site: www.arts.cornell.edu/jskwp/wac99.htm1

Deadline for proposals: October 1, 1998

Nat anal Adult Literacy Ditibeeo.

Virtual Celebrity Book AuctionCheck it out on www.nald.ca

A virtual Celebrity Book Auction on the NALD sitewill raise funds to benefit adult learners across Canada

through educational bursaries andliteracy programs. The sponsoring organizations are

the Canadian Congress for Learning Opportunities forWomen (CCLOW) and Literacy Link Niagara.

Visit NALD's homepagewww.nald.ca to previewitems and find the actual date of the auction, or contact

Literacy Link Niagara, Room 202, Niagara College,St. Catharines Campus, 59 Wellandvale Road,

St. Catharines, ON L2R 6V6,Tel.: (905) 641-2252 ext. 2222; Fax: (905) 682-2298;

E-mail: [email protected] 83

C adian Givethe Gift ofLiteracyFoundation1998 Grants

Funding is available tonon-profit communityliteracy groups to developmaterials for adult learnersand their teachers. Thereare two types of grants:1. Seed grants up to $2500

to develop an idea, do aneeds assessmentand create a workingsample of a project.

2. Production grants ofup to $5000 to producematerials for adultlearners and theirteachers. Applicantsmust submit a workingsample of the projectmaterials.

Deadline:June 30, 1998Information:Canadian Give the Gift ofLiteracy Foundation,35 Spadina Rooad,Toronto, ON, M5R 2S9,Tel.: (416) 975-9366;Fax: (416) 975-1839

1177.11C111.1:1t..17-etaelaeolelleereacmem

i

t;), 44,

$


26

Literacy andParenting Skills(LAPS)Family literacy forat-risk parentsDate: Monday, June 15th, 1998Time: 9:00 a.m. - 3:00 p.m.Place: Dawson College,

Room 5813Fee: $40.00 (includes materials

and lunch)

Literacy and Parenting Skills is an.innovative familyliteracy program which useslow-level literacymaterials based on parenting topicS to strengthen theliteracy skills of the parents and give them strategiesto model good literacy practices with their children.

Materials include: Building self-Esteem in YourChildren, Positive Discipline, Anger Management,and Communication and LiStening Skills.

The workshop will emphasize how to facilitate theLAPS program and other family literacy programs.Topic and areas which may be covered include:'

Facilitation vs. instructionParenting,Strategies for working with at7risk, parents,Dealing with difficult people and learning styles,

This session should interest coordinators, instructors,facilitators, volunteer tutorS, and cornmunity workerswho work with at-risk parents

The facilitatorsElaine Cairns, BA, BEd., has worked in the fieldof literacy and English as Second Language forthe last eight years. Over the.yèars,I Elaine hasbeen a volunteer tutor, instructor, facilitator, ESLadministrator and literacy coordinator. Currentlyshe is co-manager for the Literacy and ParentingSkills program at Alberta Vocational College, Calgary.

As co-manager of LAPS, Laureen MacKenzie, BA,BEd, MA, brings 29 years experience in the educationfield as a teacher, administrator, facilitator, counselor,volunteer and program developer.

Travelling ResourceTrunks

As promised, a new trunkon Family Literacy and.

Women's Issuesis now available.

Contact Beth Wall about borrowing.Tel (514) 931-8731, ext. 1415 0

)ro".

0'"'

Literacy Across the Curriculum Media Focus Vol, 13 No. 3 1998 The Centre for Literacy

ettcaLir%"coQ.1-7

A The ,

New ielicling Disc

tri,,1t.;tit de,IViwitroinement 6FEt,riittre

-

Information omsoftware pricing;

and:orders:.The.Centre,for:

Literacy,3040 Sherbrooke-

Street W:, Montreal;gc; Canada,_

H37,1A4t

Tel.: (514) 931-8731,ext. 1415;

Fax:_(514) 931-5181;

E:maif:-literacycntr@ dawson

college: qc.cai

Read and Write Together:An activity pack for parents and childrenThis kit was produced by The Basic SkillAgency and BBC Education in February1995 for a national Family Literacypromotion campaign in the UK.Price: $15. plus $2 handling and postage.

The New Reading DiscThe acclaimed UK multimedia productdesigned by CTAD to help adult basiclearners improve their reading and writing.Built in Authoring Tool allows teachers tocreate local culturally appropriate materials.

Training to author on the New Reading DiscThe Centre can arrange for an instructor totravel to your site to train users on authoringwith both the British and American versionsof the New Reading Disc. Call us for details.

The American New Reading Disc(developed by CRT at Georgia Tech)An American version of the original UKproduct with American topics and context,but the same prototype with AuthoringTool.

L.I.R.E. Le Logiciel Interactif deRéentrainement a l'Ecriture propose unnouveau concept qui, a travers l'utilisationd'ordinateurs Multimedia, permet a despersonnnes d'améliorer leurs capacitéslire et a écrire en frangais.

Detailed descriptions on our Web site includea 38-site Canadian evaluation of the NewReading Disc: www.nald.ca/litcent.htm

Available from TheCentre for Literacy:Working Papersin LiteracyNo. 1 Perspectives onIALS, Graff, Street, JonesNo. 2 Media literacy,information technologyand the teaching ofEnglishAbbott and Masterman

No. 3 Behaviour andbeliefs of volunteerliteracy tutorsby Catherine Hambly

Paper No.1 is on our Website: Print copies.of bothPaperS Can be ordered.Price: In Canada, $6;US, $7.:.:Overseas, $10.:prices criclude handlingand postage

Softwareupdate:

Software .

A selection of software recently added to our collectionand available for preview at The Centre:Subject

Explore Canada Adult Geography/History

SkillsBank 4 Basic Skills Adult workplaceReading the Signs: Adult literacy and culture

STAPLE vol 2

Lit-Link

Teaching adult literacy

Literacy Programmanagement

textHelp Disabilities - dyslexiaContact Beth Wall about previews. 8 5

PublisherCanadian Heritage/ParksCanadaCareer Systems CanadaEducational Planning& Design AssocLiteracy Coordinatorsof AlbertaOM Corporation

Lorien Systems


28 9TH SUMMER INSTITUTELITERACY AND TECHNOLOGY:

aintaining a Hu an FaceArt) The Centre

for Literacy02-L/6:01 Montreal, Quebec

Canada, :::;"tr\:z.,',',

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in cooperation with

LIFELONG LEARNINGNETW 0 R15.Georgia Tech Atlanta, Georgia

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REGISTRAT

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Ninth SummerInstitute on Literacyis filled.

Mark your calendar for the special10th anniversary summer instituteon literacy: June 27th-30th 1999.

rTo subscribe, complete this form and mail it with your cheque to:The Centre for Literacy, 3040 Sherbrooke Street West,Montreal, Quebec, Canada H3Z 1A4I enclose a cheque for D $16 Li $80 Li $150 (Please mark choice)Make cheque payable to The Centre for Literacy. Please enquire about international rates.

Name:

Institution:Address:

Tel:

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Dept:

City: Postal Code:'Fax:

Single annual subscription $16Multiple annual subscription (10) $80Multiple subscription (20) $150Back issues availableCall (514) 931-8731, ext. 1415

I

LOOK AT OUR WEBSITE AT www.nald.ca/litcent. tmLiteracy Across the Curriculum Media Focus Vol. 13 No. 3 1998

FST COPY AVM LE


Volume 13 Number 4, ,

LITERACY ACROSS THE CURRICULA/MEDIA FOCUS

Connecting literacy, media and technology in the schools, community and workplace

By the light of local knowledgeWhen Local Literacies arrivedon my desk last month, mostof this issue was already ondiskette. The theme was com-munity learning and literacy;it highlighted the ways peopleuse text and media to makesense of their lives and toorganize and empower theircommunities. After readingLocal Literacies, I have put it atthe centre of this issue. It isone of the most readable aca-demic studies of literacy toappear since Shirley BriceHeath's Ways with Words, andshould have as great animpact in shaping futurethought (and, dare one hope,practice?).

Based on a longitudinal ethno-graphic study of LancasterEngland in the 1990s, Bartonand Hamilton set out to "offera detailed, specific descriptionof literacy practices in onelocal community at one pointin time" and to show howliteracy is linked to other socialpractices. Recognizing thatthis account "is often at oddswith the public image ofliteracy...in the media andmuch current policy dis-course," they wish to "offer analternative public discoursewhich foregrounds the role ofliteracy as a communalresource contributing to thequality of local life."

The study looks closely at thelives of four individualsHarry, a retired fireman trying

>

We also look at their socialnetworks and local organiza-tions. Beyond the data frominterviews, questionnaires,observations and analyses, it isthe fullness of their lives, therichness of experience and thevariety of social practices thatengage our attention.

These people share their senseof themselves, and their per-ceptions about being educated

; or "uneducated." Their livestake us beyond functionalityas the authors hoped theywould. Barton and Hamiltonbegan with an "approach....strongly shaped by the insis-tent voices of practitionersand adult students in corn-

tA, wiikiy th,10;,1,t,j1,0,14 m unity-based adult educa-tion who reject definitions

of literacy in terms of skills,to write his functions and levels which dowar memoirs; Shirley, a house- not fit their experience...."(5)wife with strong convictions onmany social issues and a com-mitment to her children's edu-cation; June, a part-time mar-ket worker, who keeps carefulhousehold accounts; and talk-ative Cliff, a man who has heldmany jobs from hairdresser toshop steward, who loves therace track and enjoys writing.

INSIDE

If I had to choose one book toexplain literacy today to some-one unfamiliar with the field,I would pick Local Literacies.Beside the study itself, theauthors have incorporated abrief history of literacy studies,a discussion of different theo-retical perspectives, definitions

Literacy for which millennium 3 IN THE CLASSROOM:Health, communication and literacy 4 Technology for learning 16TO PONDER: Local literacies 6 Tutor checklist 17IALS at home and abroad 7 REVIEWS: Media for Action 19Canadian print coverage RESOURCES: Health and literacy 21on adult literacy 9 CONFERENCES 22Adult literacy and technology 10 ANNOUNCEMENTS 24Community learning network 12 Happening at The Centre 26Community video 14 Available at The Centre 27

THE CENTRE FOR LITERACY MONTREAL, QUEBEC

8 7

of complicated terms such as"literacy event" and "literacypractice," and exploration ofseemingly uncomplicatedterms such as "community"and "networkiSee To Ponder,p. 6 I. They include questionsfor further study and a com-prehensive bibliography.

In one of several appendices,they also connect theory topractice, although that was notan original goal of the book.Here they argue that these newviews of literacy can be appliedin nursery, primary, secondaryand post-secondary education,as well as adult education.They link adult basic studentslearning to write with univer-sity students learning to writein new ways.

Policy implications of theirwork touch on institutionalframeworks for literacy as wellas government policy direc-tions. Finally, they makeconnections with everyday lifefrom home support for schoolsto interactions with govern-ment and legal systems. Theyalso note a need for criticalexamination of media repre-sentation of literacy issues.

Connecting to LACMFMany articles in this issuereflect the concerns raised inLocal Literacies.

Literacy is integrated intohealth education (p. 4)

A British statistician cri-tiques the IALS model andsimilar studies and suggeststhat more complex models nowexist to represent the complex-ity of real world literacy (p. 7)

Communities across Canadaare setting up learning net-works to meet the needs oftheir members outside tradi-tional institutions. (p.12)

Some communities in ruralNewfoundland use video andcommunity television for localdevelopment. (p.14)

In all these accounts, func-tional notions of literacy arequestioned and we are invitedto see "by the light of localknowledge."

LACMF always suggests thatthere are multiple literacies,but that they can and shouldbe linked. These links cannotbe made unless those of usinvolved in literacy work inevery context understand thedifferent, often contradictory,models which currently shapepractice. (LSI

Beside the studyitself, the authorshave incorporateda brief history ofliteracy studies, adiscussion of differenttheoretical perspect-ives, definitions ofcomplicated terms suchas "literacy event" and"literacy practice,"andexploration of seeminglyuncomplicated terms suchas "community" and"network."

UTERACY ACROSS THE CURRICULUMEDIA FOCUS

..4#64P. The Centre for Literacy, 3040 Sherbrooke Street West, Montreal, Quebec H3Z 1A4Editor: Linda Shohet Layout & design: Ponctuation Grafix

'9Wr. Depot legal 1991 ISSN 1192-3288 Bibliotheque Nationale du Québec

The Centre for literacy iscommitted to supporting andimproving literacy practices inschools, community and work-place. It is dedicated to increasingpublic understanding of thechanging definition of literacyitt a complex society.

Literacy for the 21st centuryliteracy encompasses a complex set of abilities to understandand use the dominant symbol systems of a culture for personaland community development. In a technological society. theconcept of literacy is expanding to include the media andelectmnic text, in addition to alphabetic and number systems.

:These abilities vary in different social and cultural contexts:acOonding to need and demand. Individuals must be given

...fife-long learning opportunities to move along a continuum

...:..that includes the reading and writing, critical understanding,.:and.decision-making abilities they need in their community.

Scre 401.,,n, -

ThlettpimmtsiestiresmItimarticlesttothelathtimthtistisignetVlilth&edlitrimare.ititilsemfitliettutli;r1;47iafrduinotinecesatrtlyAre ltw,t41 CNin Ilfe4c.entrectilivl-iter

2 LITERACY ACROSS THE CURRICULUMEDIA FOCUS8 8

Board Members ofThe Centre for literacy

1998-2000

President:

Past President:

Vice-President

/Treasurer

Members

Dr. David Dillon,McGill University

Dr. Anne Blott,Vanier College

Dorothy Nixon,Freelance journalist

Ruth BradfordConsultant

1.jonel EmondProject Manager,

Diane Hawryluck,Dawson College

Peggy Sangster,Montreal General

Hospital

Bev Smith,Retired teacher

aCEICU wllflll agafillllmanfimm

Despite all the talk aboutlearning across the curricu-lum, boundaries between disci-plines are still strong althoughthey are less rigid than theywere a decade ago. Among asmall number of researcherswho have crossed boundarieswith ease are Brian Street andShirley Brice Heath. They arefavoured speakers at Englishteaching conferences as teach-ers recognize that the findingsof ethnographers of literacyconnect to classroom teachingat all levels. Street and Heathopened and closed the recentNCTE International Conferenceon Language and Literacy in

I) Bordeaux (August 1998).

In his presentation -- "Literacyfor which millennium?" --Street guided listeners on ahistorical journey to the startof this millennium focusing onthe shift to a literate mentalitythat took hold in England afterWilliam the Conqueror createdlegal requirements for writtenmaterial.

Citing historian MichaelClanchy, Street recalled a timewhen a sign or symbol, suchas a sword, served as a "signa-ture" for a jury. After Williamthe Conquerer, petitionersneeded a piece of papervalidated through a formalsystem of courts.

Many contemporary unchal-lenged claims about literacy

are rooted in this shift, and,Street insists, most of themare wrong.

Take the claim that a writtendocument is more valid than asign; it is certainly easier toforge documents and signa-tures than swords. Or theclaim that literacy is neutral;it is almost always associatedwith power. Or the claim thatliteracy is independent; it isalmost always linked to othermedia. Or the claim that it isfixed; it is always changing.

The new work order, inproposing teams andprojects working acrossplace and time, callsfor new communicativeskills that mix theliterate, oral and visual.

With the Industrial Revolution,as time was measured andcommodified and people had topunch time cards to be paid, anew concept of literacy becameembedded in our mentality.

Street noted that in our owntime, the concepts of job andworkplace literacies are diverg-ing. Studies have shown thatmany jobs often have only themost minimal literacy require-ments. Workplace literacyfocuses on procedures, safetyand education needs identifiedby unions. Employers havebegun to give literacy testsunrelated to the job becausethey are familiar with modelsof traditional literacy andbelieve it indicates discipline.

The new work order, in propos-ing teams and projects workingacross place and time, calls fornew communicative skills thatmix the literate, oral and visu-al. The new technologies haveheightened our awareness ofthe relationship between wordand image. Street points outthat the alarms in the UK, theUS and Canada about fallingstandards and functionallyilliterate populations are mis-guided. They miss the com-plexities of literacy. Agenciesand governments today, Streetsaid, are engaged in a struggleto name what counts asliteracy practices and toexclude all others.

Like Barton and Hamilton, hetoo calls for an alternative dis-course that recognizes whatpeople do, and need to do, withliteracy. He also distinguishesbetween "multiple literacies,"an ethnographic term whichsuggests that different groupshave different sets of literacypractices, and "multi-literacies"which refers to different chan-nels such as print, media, orelectronic means. Even"academic literacy" is not asingle entity, but a variety ofpractices in different parts ofinstitutions connected to thepower relations among them.

Literacy for the next millenni-um, Street suggests, shouldhave teachers concerned withcommunicative practices, flexi-bility, multiple and multi-lit-eracies, home/school/work-place links and continuingprofessional development. ELS)

8 0 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 3

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On September 8, International Literacy Day, The Centre forLiteracy, in co-operation with Nursing Staff Development atthe Montreal General Hospital, launched an updatedannotated bibliography on Health, Communication and Literacyand a Travelling Resource Trunk on Health,Communication and Literacy at the MontrealGeneral Hospital, part of the newMcGill University HospitalCentre.

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Above: The launch at noon.The press conference wascovered by CTV for theirPULSE newscast. Theyproduced an excellent reporton health and communicationwhich was aired that evening.PULSE has the largestEnglish-language viewershipof any newscast in Montreal.

Right: Linda Shohet, (1.)Director of The Centre forLiteracy, with Peggy Sangster,(r.) Director of Nursing StaffDevelopment, MontrealGeneral Hospital.

Peggy Sangster has been coordinating a Health,Communication and Literacy project at Montreal General.Nursing staff have participated in a workshop and have begun toexamine their own practices in communicating with patients.

Peggy has recently joined the board of The Centre for Literacy.

4 LITERACY ACROSS THE CURRICULUMEDIA FOCUS 0 0 EST COPY MARLA LE

'':""tr..,41/7/nerr--

Above: ,

The Centre for Literacy &the Montreal General Hospital of the MUHC

International Literacy Day Event

Marlene Jennings, M.P., NDG-Lachine, spoke at the pressconference about the impor-tance of keeping literacy onthe political agenda. Sheunderlined the connections tosocial issues such as healthand justice.

9 CoLiteracy

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Below: An information display was set up in themain lobby of the hospital from noon until 4:30p.m. Hundreds of people stopped to talk and pickup information.

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In the next issue: Review of Empowerment Health Education in Adult Literacy:A Guide for Public Health and Adult Literacy Practitioners, Policy Makers and Funders (1998),

by Marcia Hohn, Ed. D. It describes a participatory action research project on health and adult literacywhich involved members of the target community in developing two programs, one a cancer education

program for early detection of breast, cervical and testicular cancers, and one on family violence.

UTERACY ACROSS THE CURRICULUMED1A FOCUS 5EST COPY AVAILABLE

TO PONDER

iOn literacy inreal livesSitting at our kitchentable I see notices andreminders stuck on our

make-shift bulletin board: emer-gency medical telephone num-bers, the number to the poisoncontrol center (left over from whenour children were very small ...),shopping coupons, announce-ments about upcoming events atour synagogue, my sons' highschool soccer schedules...and mydaughter's track schedule.There's a list of my sons' schoolmates and their addresses andtelephone numbers and a noticeof a fiddle contest in Franklin.Hanging off the bottom are greet-ing cards, pictures, and a list ofrestaurants we cut from thenewspaper that we thought wemight try out if we ever get aSaturday night and enough ener-gy and money to go. Stuckunderneath some coupons is atorn envelope with a returnaddress of a friend from Englandwho I haven't seen in four yearsand with whom I lost contactbecause I lost his new address....There's a cartoon making fun ofthe proposed 'English Only'amendment and a reminder to dowhat I said I would for theNational Yiddish Book Center.

It's my lifeat least in part onthat bulletin board, except forwork and bills and the govern-ment (taxes and the monthly junkmail we get from our representa-tives and civil servants). Thesedon't get to go on the bulletinboard. Work papers are kept onmy desk at the office, bills andtaxes in a special folder out ofsight... and the government junkmail in the waste basket.Each piece of paper on the bul-letin board leads to people andconnects me with them if notdirectly...then emotionally... Theseare connections that we havemade and chosen my familyand me. What's on this bulletinboard is our use of literacy tomake our world...

2On community...The first point to makeis that the term usuallyhas positive connota-tions. As Raymond

Williams put it...,'unlike all otherterms of social organisation (state,nation, society, etc.) it seemsnever to be used unfavourably'(1976:76). As a word which canhave both positive and negativeconnotations we might add theterm family

The original title of our researchproject was Literacy in theCommunity, using the wordcommunity in a generalunanalysed sense. We are awareof the variety of meanings of theword community, its generalpositive connotations, the factthat the term implies homo-geneity, and the problems ofdefining community boundaries.Despite these complexities itproVides a useful starting point.We initially defined ourcommunity in two ways: firstly ingeographical terms, as a smalltown and as a neighbourhoodwithin that town; and secondly insocial class terms, as a working-class community. Soon webecame aware of the complexity ofthe term as we contrastedcommunity with family and withneighbourhood, and as weuncovered many communities ofinterest which cross geographicalboundaries. In carrying out theresearch it was in fact useful notto have a precise definition ofcommunity at the beginning.

Barton & Hamilton, Local Literacies,p.15.

David Bloome, "Foreword," LocalLiteracies, Reading and Writing in OneCommunity, by David Barton andMary Hamilton, (Routledge: Londonand New York) 1998, p xiii.6 UTERACY ACROSS THE CURRICULUMEDIA FOCUS

9 2

On networksTo describe how peoplerelate within socialgroups we have drawnon the concept of

networks... The strength of thenotion of networks is that itprovides a simple way of movingbeyond a focus on individuals andindividual encounters, towardsone which shows how literacylinks across people andlocalities...

.... We can see networks in familylife and in the workings of localorganisations. We see in ourresearch how networks have afunction for people in manyactivities: in getting things donein groups, when finding out infor-mation, in providing mutualsupport... In addition, we see hownetworks can also involve coer-cion and exclusion, and can benormative and controlling.Network, like community, is acosy and beguiling word, butclosely structured local socialrelations can also be oppressive,disruptive or resistant toindividuals' needs for change.

Barton & Hamilton, Local Literacies,p.16.

On print andother mediaPrint literacy is ofteninterchangeable withother media in achieving

particular goals, such as commu-nication, finding out information,etc. In their everyday lives peoplemove unconsciously betweenmedia, and mapy people do notprivilege literacy, but evaluate itsworth in relation to availablealternatives. This supportsnotions of teaching literacy in thecontext of other media andexploring the ways in which theseother media are structured andtheir meanings in people's lives.In general, a social approachde-emphasises the differencesbetween speech, writing, andother non-verbal means ofexpression.

Barton & Hamilton. Local Literacies.p.283.

Measures a' literacy:Elt )©_

emzeffieanTwo and three years after pub-lication of the first IALSreports, further analyses of thedata continue to appear inCanada (See Further Readings').Alternative comments andinterpretations continue tocome from the EuropeanUnion where a research projectis evaluating and reassessingthe IALS, incorporating somenew survey work and reanaly-sis. It is being administeredby the Office for NationalStatistics in the UK. Reportsare expected in 1999.

One member of the EU techni-cal team writing reports onIALS is Harvey Goldstein,Professor of StatisticalMethods at the Institute of

11/ Education, University ofLondon. A longtime researcheron school effectiveness,Goldstein has been a strongcritic of reductionist models ineducational testing, frequentlywriting comments in the main-stream British press2. Amongother targets, he has spokenout against publication ofschool ranking lists andagainst the most recent UKcurriculum reforms (1996) thatbegin testing children at youngages measuring them against"Key Stage" achievements.

On July 1, 1998, Goldsteindelivered a Professorial Lectureat the Institute of Educationon alternative models formeasuring complex socialrealities. The University hasrecently published it as amonograph. In his lecture,Goldstein uses IALS as oneexample of the reductionistmodels of measurement thathe opposes.

He shareQwiththeexpo-nents of qualitativeresearch the belief that muchquantitative measurement issimplistic and reductionist[See The Inadequacy of psycho-metrics]. But he wants todemonstrate that quantitativemodels do not need to oversim-plify reality in the ways theyoften do:

that constitutes educationalsystems we require modelingtools that involve a compara-

ble level of complexity (p.2).

The alternative he offersis a more recent method-ology called multilevelanalysis.

Goldstein uses IALS as acase study of a psycho-

metric model whichreduces a complex phe-nomenon, in this case lit-

eracy, to a set of numericalscores. He describes the waythe IALS scores were obtained

and compared acrosscountries as an exampleof "psychometric reduc-

In the social sciences, andespecially in Education,descriptions which havepossessed elegant simplicityhave often also been wrong....I will argue that in order todescribe the complex reality

tionism that excludes or down-weights some components thatdo not fit its simplisticassumptions." (p.4)

One component that greatlyconcerns him is the issue ofwhether translated materialsused in a common set of tasksacross different cultural, socialand educational settings canprovide a basis for comparison.Who, he asks, is advantagedand disadvantaged in thisprocess? He considers this thekey question in the field ofinternational comparisons.But he is most bothered by thefact that the IALS relegates

Measuring educational outcomes:The inadequacy of psychometricsPsychometrics has enjoyed a highly privileged status withineducation as a mathematically based discipline which seeksto provide a formal structure for making statements aboutmental abilities and student achievements. To be sure, ithas achieved a certain level of technical sophistication, buton closer examination this sophistication resides in the dex-terity required to do the computing necessary to obtaindecent numerical results from the models used to describethe data. The models themselves..have remained at a sur-prisingly simple level of description; so much so that theystand little chance of adequately representing the complexreality of the real world. Unlike many parts of the physicalworld, the social world does not lend itself, in my view, todescription in terms of simple formulae.Goldstein, "Models of reality," p.3

UTERACY ACROSS THE CURRICULUMEDIA FOCUS 7

83

these issues to the "peripheryof technical appendiceswhich...few will ever read."(p.4)

Another of Goldstein's con-cerns is the reliance on anitem response model "whichmakes the really simpleassumption that the responsesto the tasks are all determinedby just one underlying 'factor'or ability or proficiency."(p.4)

In lecture format, Goldsteindid not have time to explore indepth the historical reasons forthe persistence of these modelsbut did suggest a few [See BOXbelow.l.

Multilevel analysis:An alternative modelGoldstein's main claim is thatthere are alternative quantita-tive models that will allow fordescription of complexity. Theremainder of his lecturedescribes multilevel modeling2which has been developed overthe past fifteen years and usedin trying to measure schooleffectiveness in the UK. Inbrief, these models allow forthe simultaneous introductionof several outcomes in differentareas of schooling and sub-analyses of the impact of eachfactor. The model can beapplied to studies outsideeducation as well, such asdisease control, health caredistribution or fertilitypatterns, to name a few.

Although he acknowledges thatno description can ever beperfect, Goldstein argues thatthe "use of quantitativemethodologies which are richenough to match the realcomplexities of the social worldmay eventually allow us tobridge the gap" betweenquantitative and qualitativeresearchers.

Outside the context of thislecture, Professor Goldsteinsays that, after meeting hiscurrent commitment to the EU

technical team on IALS, hewould be interested inexploring the potential forusing multilevel analysis as away of measuring adultliteracy.

Whether qualitativeresearchers will fmd multilevelmodeling more reassuring thanthe current statistical modelsremains to be seen. Still, it isworth knowing that there aresome statisticians trying tomerge the two worlds. [LS]

Further reading:

' See, for example, The Value ofWords: Literacy and EconomicSecurity in Canada, by VivianShalla and Grant Schellenberg,Centre for International Statisticsat the Canadian Council on SocialDevelopment. Statistics Canada,Human Resources DevelopmentCanada, National LiteracySecretariat, May 1998. 67 pp.ISBN 0-660-17523-1. Also avail-able at www.statcan.ca asCatalogue no. 89-552-MIE.Earlier monographs includeLiteracy Skills of Canadian Youth

(Willms, 1997) and EmployeeTraining: An InternationalPerspective (Kapsalis, 1997) .

2Professor Goldstein has been acolleague and co-researcher withPeter Mortimore on school effec-tiveness. His Web site has thetexts of relevant newspaper arti-cles he has written:www.ioe.ac.uk/hgoldstn/

'Further background on multi-level modeling can be found at:www.ioe.ac.uk/multilevel/ orwww.ioe.ac.uk/mlwin/Statisticians at the Université deMontréal are also involved inresearch on multilevel modeling.These sites are of interest toschool effectiveness research.

Harvey Goldstein, "Models for reality:new approaches to the understandingof educational processes," based on aProfessorial Lecture delivered onJuly 1, 1998. The monograph(ISBN 0 85473 568 2) is available forE3.00 from the Bookstore, Institute ofEducation, University of London, 20Bedford Way, London WC IH OAL, UK.Inquire about postage and handling.

Why have simple-minded models ofevaluation persisted?The most obvious feature of the statistical models I havebeen describing is their apparent technical complexity,despite their simplistic approach to their subject matter.This immediately puts them beyond critical comment forthe vast majority of subject matter specialists, in literacy orwhatever, who have no means of understanding thetechnicalities. This sets out fertile ground for thepsychometrician to dominate the debate, invoking the highstatus generally associated with mathematical reasoning.Powerful commercial interests in the shape of the, largelyUS, testing agencies are also important here since it is verymuch in their interests to act as providers of sophisticatedknow-how...The other point, of course, is that it is really quite difficultto provide mathematical or statistical models which dobegin to approach the complexity of the real world, andeven when this can be done, the costs of obtainingadequate data to test out these models is very high. This is,however, no excuse for perpetuating inadequate models as ifthey were realistic descriptions.Goldstein, "Models of reality," p.5,6.

8 UTERACY ACROSS THE CURRICULUMEDIA FOCUS D4

1..ApMF, Summer 1998

CairiAdian0000-

To get a sense of the wayliteracy has been represented inprint media to the generalpublic in Canada, researcherCatherine Hambly analyzed theentries that appeared under thesubject heading "literacy" in theCanadian Index for the years1982-1996. She separated theentries referring to adultliteracy from those referring toliteracy for children and adoles-cents and categorized the adultliteracy entries into two groups,6. negative" and "OK." In thenegative" group, she included

entries that used the term"illiteracy" or used a "negative"word or image (such as "battle,""fight," "plague," etc.) in theheadline. All other headlineswere labeled "OK;" in thisgroup, she included those thatshe found positive as well asthose that might be "somewhatnegative," but did not draw onmetaphors of war or violence.

Several examples below illus-trate the categories. Key word(s)are in bold type.

Hambly explains how shedecided on categories and whyshe focused on headlines:

The categories serve as a generalindicator of the tone of the head-line. The rationale for usingheadlines rather than analyzingthe whole text is that manypeople read the headlines but asmaller number read entire

tia

Morning Edition; A3

Articles on adult literacy (a) * in Canadian print media 1982-1996:

Year

Totalnumber

on literacy

Totalnumberon AL

Number"OK"

Numbernegativeon AL

Percentagenegative

on AL

1982 2 2 0 2 1001983 12 11 1 10 911984 12 11 3 8 731985 31 30 11 20 661986 42 32 11 21 661987 144 129 60 69 531988 45 41 12 29 711989 43 31 11 20 641990 65 50 25 25 501991 37 24 12 12 501992 31 17 11 6 351993 86 52 34 18 351994 91 27 21 6 221995 97 42 34 8 191996 77 28 21 7 25

'This chart categorizes articles listed under the subject heading literacy" in theCanadian Index.

articles. The headline also setsthe mood and thus shapes howthe article will be read.

AnalysisHambly used this work asbackground for her thesis anddid not comment directly onher findings, but several pat-terns are worth noting. First,it must be understood that thislist does not include all printarticles during those yearsdiscussing literacy in Canada,but only those listed under thesubject heading "literacy" in theCanadian Index. Still, they doreveal something about mediaunderstanding of the word.Between 1982 and 1990(International Literacy Year),

NEGATIVE CATEGORY "OK" CATEGORY

1 Coalition demands action tofight illiteracy

Learning to Read is a big step

2 Illiterate Newfoundlanderscracking the books

Second chance at reading,writing skills: Newfoundlandersnetting long-forgotten literacy

3 Reading problemsplague Canada

Reading difficult for 4 out of 10Canadian adults

most headlines on"literacy"referred to adults. The surge ofinterest in 1987 coincides withpublication of the SouthamReport. Since 1990, the head-lines have focused increasinglyon children and adolescents.This may reflect a shift inpublic attention to early inter-vention in reading instructionin the regular school system.However, in those articleswhich do deal with adults, thepercentage of negative head-lines has been declining whichmay indicate that efforts tochange public perception arebeginning to take effect. Atleast some printlournalistshave changed their view.

Detailed content analysis of thearticles themselves would tellus more, and inclusion of rep-resentations of literacy in thevisual media during those yearswould yield a broader picture.(LS)

Research: Catherine Hambly, McGillUniversity (M.A. 1998)


Adult literacy and technology-nent of literacy education and exam-inedfour variables. (See 5 systems/4 variables.)

In 1995-96, researcher Diane Millarcarried out a 20-week study inManitoba adult literacy progarnscomparing the use of integrated learn-ing systems (ILSes) and stand-alonesoftware for adult literacy. Testingcommon claims about the advantagesand disadvantages of each, sheexamined the five ILSes being used inthe province. The study focused onreading instruction as a major compo-

Despite the acknowledged limitations[see Limitations], this study is animportant source of informationforany program considerng investmentin ILSes or software. It offers a strongliterature review, a compilation ofinformation on the five ILSes in the

Testing claimsstudy and a sense of the kinds ofquestions to be asked in challengingclaims and assumptions about com-puter instructionfor literacy.

As with all short-term studies, themost it can do is to point to patternsor trends. With this in mind, theExecutive Summary below outlinesthefindings which should help guide

future studies. (LS1

The Use of Educational Software in Adult Literacy Programs:A Comparison of Integrated Learning Systems and Stand-alone Software

Executive SummaryFinal Comparison of ILSesand Stand-alone SoftwareThe points below brieflysummarizes the advantagesand disadvantages of usingcomputers in adult literacyprograms that were validatedby this study.

Valid advantagesStudents acquire basiccomputer skills.Computers give studentsprivacy if they want it.Computers are prestigiousfor the programs and theyattract more students.Computers provide fast feedback for each student.

Valid disadvantagesThe software packages maynot be appropriate for adultstudents, in that they may bebased on an instructionalapproach that is incom-patible with both a learner -centered program and anunderstanding of reading asa meaning or schema basedprocess.

It may be difficult tointegrate the softwarepackages into the program'scurriculum effectively. Theeasiest packages to integrateare more generic packages,such as word processingpackages, whereas packageswith prescriptive curriculumsare more problematic.

The Similarities andDifferences betweenusing ILSes andStand-alone SoftwareILSes are not any moreeffective than stand-alone CAIsoftware packages in terms ofthe reading gains made bystudents, the students' atti-tudes towards computers,students' self esteem, or thecomputer skills learned bystudents. ILSes do providestudent records so thatstudents and teachers can seetheir progress. ILS vendorsprovide training in using theirpackages, whereas at this timethere is no training availablefor teachers wishing to usestand-alone CAI or wordprocessing software packages.

ILSes are much moreexpensive than stand-alonepackages, ranging anywherefrom $8,000 to $100,000,whereas stand-alone packagesrange from $25 to $300.

Source: Millar, 1996.

Diane Millar, The Use ofEducational Software in AdultLiteracy Programs: A Comparisonof Integrated Learning Systemsand Stand-alone Software,(National Literacy Secretariat:Ottawa, Ontario) July 1996. NLS,Tel.:(819) 953-5280; Fax: (819)953-8076;E-mail: [email protected];Web site: www.nald.ca/n1s.htm

Related reading of interestIntegrated Learning Systems:Report of the Pilot Evaluation ofILS in the UK, January 1994 toJuly 1994. National Council forEducational Technology (NCET:Coventry UK) 1994.

Integrated Learning Systems:Report on Phase II of the PilotEvaluation of ILS in the UK.(NCET: Coventry UK) 1995.

Limitations of studyIn the full report, Millar is very clear about the limitations (p.43) and generalizability of the study. Sheacknowledges that the study was conducted starting from a particular theoretical position and that a dif-ferent theoretical base might have yielded a different interpretation of findings. Although this is true of allstudies, it is not always explicitly stated and readers unfamiliar with research methods do notautomatically understand this. Further limitations were the lack of random sampling, the limitednumber of subjects and the attrition rate of students. It was also impossible to control for the totalinstruction time over the 20 weeks or for time on computers.

10 UTERACY ACROSS THE CURRICULUMED1A FOCUS

FIVE SYSTEMS/FOUR VARIABLES

Invest: Star2010 TRO: PLATO

5, Columbia,1 Computer

CurriculumPackage

:4

Pathfinder *; Unysis:Autoskill

Achievementin reading

gain

Changesin studentattitudestowards

computers

Basiccomputer

skillsacquired

Changes instudent

self-esteem

VOICE SOFTWARE:A Comparison of CurrentProducts

Learners Advisory Network, Literacy Technologies SeriesNumber 1, Movement for Canadian Literacy, June 1998Draft.

The Learners Advisory Network which represents learnersfrom across Canada at the Movement for Canadian Literacy(MCL), has begun to gather information about technologythat is helpful to adult literacy students. They will produceperiodical Fact Sheets in their newsletter, Learners inACTION, and will post them on the MCL web site.

The first Fact Sheet compiles current information on voicesoftware including "Text to Speech," "Speech to Text," andComputer Screen Readers. They list products and pricesfrom nine producers with Internet addresses and indicationof whether a demo is available online. They also have aselected list of organizations and centres engaged inresearch. All the information has been taken fromproducers' web sites.

A needed next step is systematic reviews of the software bypanels of learners using criteria they have helped to developto test the claims of the producers.

Movement for Canadian Literacy web site: www.literacy.ca

N.B. NCET has recently mergedwith other agencies in the UK tobecome BECTa (BritishEducational CommunicationTechnology Agency). Their Website: www.inclusive.co.uk/support/ncet.htm

Copies of all documents can beborrowed from TheCsare.

$

I

A UNION USESTECHNOLOGYFORLEARNINGOne Manitoba program thatuses technology to meet stu-dent needs is the LearningExperience Centre in. Local459 of UNITE (Union ofNeedletrades, Industrial andTextile Employees). Beforeestablishing the Centre, theorganizers made use of DianeMillar's ILS review. Theyended up creating a strongpeogram for UNITE membersand their families which theybelieve links essential com-munication skills as used inthe workplace, Aome andcommunity. At the SummerInstitute of The Centre forLiteracy, UNITE educatorGreg Maruca challenged par-ticipants to question bothdefinitions of literacY thatStereotype individuals andrigid program designs thatpresent barriers for learners.

97 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 11

Community Learning NetworksRecognizing the diverse andinnovative ways in which manyCanadian communities aremaking learning opportunitiesavailable to their members out-side traditional structures andinstitutions, the Office ofLearning Technologies (OLT),Human ResourcesDevelopment Canada organ-ized the first Pan-CanadianForum on Community

Learning Networks from March27-29, 1998.

Although the concept of com-munity learning networks(CLNs) has not been formallyestablished, the OLT saw anemerging pattern across thecountry, commissioned a dis-cussion paper and guide earli-er this year and then invitedrepresentatives from a number

of different networks to meetand share their experiences.

The Discussion Guideacknowledged that "communitylearning networks (CLNs) arenot yet well established in allparts of Canada...[and thatt)here is no one model..." Butit also suggested that CLNs"can best be described asemerging, hybrid, complex,

Community learning networks:Conceptual foundationThe limited literature avail-able on CLNs is scatteredacross a variety of sources,conceptually inconsistent,and lacks a common defini-tion, model, goal or pur-pose. There is an underpin-ning of community develop-ment, but the inclusion ofand focus on lifelong learn-ing, public and private part-nerships, institutional col-laboration, and telecommu-nications infrastructuresappear to be creating a newconcept. There are manyconfigurations and types oforganizations, each as dif-ferent as the communitiesthey serve. And, there aresomewhat different goals forthese various organizations- from broad communitydevelopment goals to theimprovement of access tolearning opportunities.

A working definition of com-munity learning networks:CLNs are community-con-trolled structures and sys-tems aimed at furtheringcommunity developmentand enhancing the lives oftheir constituencies by sup-porting and encouraginglifelong learning.

To be relevant, communitylearning networks must oper-ate within the confines of ageographically circumscribedcommunity, defined also as acommunity of interest.

Technologies, includingtelecommunications tech-nology, may or may not play acentral role in communitylearning networks. When theydo, they support and enableeither the networking or thelearning function, or both.

On the basis of this workingdefinition, the authors devel-oped a framework to accountfor the three main dimensions

community, network andlearning - and one emergingdimension technologies:

Community: geographicalcommunities and communitiesof interest must be considered

Network: either physical orvirtual, determined by the useof technologies

Learning: a combination offormal, informal, and non-for-mal Technologies: level ofintensity, nature, and focus -network-specific or learning-specific - need to be taken intoconsideration

As the authors note, not all"community learning net-works" that they have identi-fied in their report meet thecriteria of this definition.

Defining CLNs is problematic:what is it that all, or perhapsmost, of these organizationsshare? What are the commonelements of these organiza-tions that create theappearance of being acommunity learning network?Are there common goals? Inwhat sense does "community"or "learning" operate as aunifier? In what sense arethese organizations"networks?" The issue here isnot superficial and notsemantic; it's very muchrelated to why organizationsthat appear to have somethingin common might want towork together to further theirown ends. A common sharedpurpose can do much to drivecollaboration. A conceptualframework that is acceptedacross Canada can be thebasis for broader recognitionand support.

Source: Models of Community:Learning Networks in Canada(Discussion Guide, pp. 8 -9)


Contact North s

and well poised to contributeto realizing a society based onknowledge." [See Conceptualfoundation]

Over two days participantstried to tease out commonground, respond to the issuesraised and add their own per-spectives. Assuming that morecommunities are going to wantto take control of local learningneeds as new technologiesspread, the group developedthe framework for a kit thatcould help guide the process ofsetting up CLNs.

One concern about theresearch paper is that due totime and cost constraints, itwas developed entirely fromsource materials provided bythe networks themselves anddid not involve visits or exter-nal assessments. However,many of the presentations atthe Forum were powerful. Oneof the most dynamic was thePort au Port EducationInitiative in Newfoundland(See p.14 ).

Underpinning the Forumexchange was a keen sense ofthose who do not or cannotparticipate in either traditionalor new learning opportunities.It was obvious, although notexplicitly stated, that literacywas central to many of theseendeavours, and that mediaand new technologies werechanging the nature of localliteracies.

Can project grants take usinto the future?This Forum confirmed thehypothesis that learning net-works are a varied and as yetundefined phenomenon. Still,

The Guide raisedquestions aroundsix issues:

CoordinationAccessCollaboration andPartnershipsRolesSustainabilityAccountability

some patterns were evident.A few networks are older, moreestablished and have eitherbuilt strong communitysupport or evolved aninfrastructure that makessurvival possible. More net-works were relatively new andsupported entirely by grants.

Short term grantingpolicies have generatedfinancial and humanwaste. When programsdie, the learning andexpertise are often lost;yet many of these pro-grams are resurrectedas "pilot or innovativeprojects" in otherjurisdictions andfunded all over again.

In Canada, partly to respect orcircumvent jurisdictional man-dates, partly for immediatepolitical impact and partly toavoid commitment, govern-ments give out hundreds ofmillions of dollars in short-term project grants or seedgrants. This has createdorganizations without stability,has consumed the energies ofcompetent people who mustkeep reapplying for grantswhich may disappear overnightwith a change of governmentpolicy as happened withwomen's programs in recentyears.

If a means to sustain success-ful seed projects is not builtinto the original plan, most ofthese also die. Short term

Office of learningtechnologies

granting policies havegenerated financial and humanwaste. When programs die,the learning and expertise areoften lost; yet many of theseprograms are resurrected as"pilot or innovative projects"inother jurisdictions and fundedall over again. In addition,there is no quality assurance.The excellence or achievementof a project is incidental.

Lucille Pacey, Vice-President ofthe Open Learning Agency inBC, highlighted the issue ofsustainability in her closingsummary of the Forum. Projectgrants was one of herconcerns. Can a learningsociety, she asked, operatewith short-term thinking andfunding?

This question is not restrictedto community learning net-works. Many of the mostthoughtful initiatives in ourschools are run this way, andno one needs to be remindedthat short-term project grantsare the foundation for many, ifnot most, literacy organiza-tions created in Canada overthe past decade. Some newflexible models are needed. [LS]

Models of Commartity: LearningNetworks in Canada was preparedby Doug Knight, Ph.D., ContactNorth/Contact Nord Research,Associate for the Office ofLearning Technologies. December1997. Human ResourcesDevelopment Canada: Hull.An electronic discussion of CLNstook place in late June. See theOLT web site:http:/ folt-bta.hrdc-drhc.gc.ca

9 LITERACY ACROSS THE CURRICULUMEDIA FOCUS 13

o--- it vi eo:A route to democ tic lite cyThe Ne oundl d e erienceby Fred Campbell, Port au PortCommunity Education Initiative

[The Port au Port Initiative wasone of the community learningnetworks highlighted at theMarch Forum, p. 12.Newfoundland is often used as acase study on literacy. Theirdevelopment of community-basedmedia raises some provocativequestions about the notions ofwhat counts as literacy. LSI

The process of bridgingcommunity learning andcommunications technology hasbeen happening in Newfound-land and Labrador for about 30years and is perhaps unique tothe culture of this province.

Specifically, we are talking aboutadult, non-formal, community-based learning. The commonground between learning withina community education contextand the methodology of partici-patory communications isrespect for local knowledge andlocal ways of doing things.Learners and facilitators arepeers in a long process of selfdevelopment and social aware-ness. The process mobilizes indi-viduals to analyze and plan fortheir own future and the futureof their communities.In order to plug participatory

communications into communityeducation, however, it is essen-tial to humanize and demystifythe technology. The technologydescribed here is video used inan interactive, participant-con-trolled local television environ-ment.

Participatory communicationsin Newfoundland:A 30-year historyIn 1967, the Memorial UniversityExtension Service (MUN) and theNFB collaborated on a film proj-ect designed to convey the collec-tive voice, in analysis and dia-logue, of the people of FogoIs Urid.

In an early attempt to humanizecommunications technology,they established principles suchas the need for a sensitive filmcrew. Later during the Port auChoix project, they introducedthe "approval screening" whereparticipants in the films weregiven the opportunity to judge ifthe fllin actually representedwhat they wanted to say.

Today, the "Fogo Process" isknown globally in adulteducation and participatorycommunications circles. '

In 1979, the Extension Service

Local comments on the 1993 Port au PortCommunity ForumsA week after the Forum, local residents commented.

Cecilia Bennett, Piccadilly, said she realized what it is to be aNewfoundlander. "It made me feel as if I had been away fromPort au Port for a long time and I just came back."Annette Ryan, Port au Port, said it was important that notsomeone "from the city" but "our own people" were expressingthemselves. "We realized we have similar problems."Mark Felix liked the involvement of young people. "Such aresource for the future."Michelle Jesso appreciated "the fact that it was an opportunityfor the community to actually have a voice."

14 UTERACY ACROSS THE CURRICULUMEDIA FOCUS I 0 0

and its media unit began toexperiment with a televisiontransmitter in ruralcommunities. These experimentsevolved into phone-in communityforums on local issues andneeds. Typically the projectsbegan with discussions betweenfield workers and communityrepresentatives, which resultedin the media unit bringing in aproducer and technicians topre-tape programming and pro-duce live television in a commu-nity hall. Local people appearedon-camera, operated camerasand provided cultural input.This process provided delivery ofinformation to the communityand an opportunity for residentsto engage in dialogue and planthe future.

Between 1983 and 1989, therewere eleven transmitter projectsfocusing on public discussion ofissues facing rural communities.But by the end of the 80s, therewas a shift of focus from mediatechnology to popular education

the people took control of thetechnology.

There were several reasons forthis. Financially, the media unithad been eliminated andExtension could no longer affordprofessional technicians.Technologically, the proliferationof local cable systems meant thetechnology was already in thecommunity ready to be tapped.Philosophically, there was amove to a popular educationmethodology.

By 1989, Extension workers hadperceived that one danger ofusing video in a community isthat the technology is often con-trolled by outsiders. Withpopular education methodology,it is essential that people do theirown media. This not onlyensures ownership of theprocess, but in itself develops

so

self-confidence, self-reliance andpride. Using the tools oftechnology, the community takescontrol of its own learningprocess. Then, from a position ofself-confidence and control, thecommunity can work withexternal agencies and facilitatorsto design programs which meetits needs and aspirations.

The experience of the local-television community-dialogueprocess, facilitated collaborativelyby volunteers and extensionworkers in the early 1990s,exemplifies the principles andassumptions of communitylearning currently being realizedby the Port au Port CommunityEducation Initiative.

The Port au Port CommunityEducation InitiativeSince 1991, the Port au PortCommunity Education InitiativeInc. has involved 27 agenciesworking to connect communityneeds and educational programs,although its mandate is muchbroader than the processdescribed here. The Initiativerecognizes that traditional defini-tions of learning do not hold truein community education.

In 1993, the first community tel-evision forums were organized infive communities on the Port auPort Peninsula. The purpose wasto inform the residents about thework of the Education Initiativebut, more importantly, to involvethem in the planning process[See Local comments on...].

In 1995, the Initiative co-spon-sored another grassroots processcalled the Communiquer PourSurvivre/Cotnmunication forSurvival Initiative. This processis based on the premise thatconstructive dialogue and com-munication are the key to theability to plan together for abetter future. Designed as acollaboration between sponsors,community partners, partici-pants and initiators, it promotesthe sharing of experiences andplans within and betweencommunities. One of its tools issmall format video andcommunity controlled television.Working from grassroots

Grassroots communicationtools and activitiesTools: Newsletter; community radio; black and white photography;posters; brochures; video letters; problem-oriented skits; and com-munity television.

Activities: Live phone-in public meetings on community cable tele-vision systems; students videotaping interviews, "streeters" andcultural events; community round tables; workshops on groupdevelopment; students producing video dramas to send to othercommunities; forming black and white photography groups; pro-ducing posters and brochures to publicize local events and festi-vals; transforming a corporate newsletter into a communitynewsletter; assisting a colleague to produce a regional newspaper;regional steering committee meetings of volunteers to discusscommon issues and strategies.

However, communities use awide variety of grassrootscommunication tools [See BOXabove]. Training combiningformal programs with hands-onactivities involves much morethan acquiring new technicalskill in video and television pro-duction. It also highlights com-munication skills required byindividuals and groupscommitted to their communities;ways of working in teams to plancommon goals, and strategies forgetting community involvementin survival projects.

There are no professionals ingyassroots participatory commu-nications; ordinary people planthe programming and operatethe equipment. Resource peoplework mostly with youth andwomen in the communitiesparticipants are students,itinerant farm workers,housewives, teachers, fishermen,unemployed fish plant workers,union officers, small businessoperators.

Trying to ensure that as manypeople as possible participate inthe community communicationprocess is a priority. "All thevoices" is an essentialcomponent of grassroots com-munication. But it's not easy.Ordinary people are not used tobeing asked to speak publicly onissues and, when they do,nobody listens.

recipients of information frommedia and educationalinstitutions. Therefore it requiresa major effort to understand whyit is futile to expect communica-tion or education to effect a posi-tive change unless the peoplethemselves perceive the processas meeting community needsand being "from here."

The practice of respect for localways of doing things - the com-mon ground between communityeducation and participatorycommunications technology - isessential for all educators andcommunicators who want toparticipate in developmentprocesses which meet the needsof our rural communities. Thecommunity can and must takeownership of its owncommunication process.

' The "Fogo Process" became knownthanks in great part to the work of theDon Snowdon Centre at MemorialUniversity. . In 1995, the Universityclosed the Centre. It has been resur-rected in Ontario by the University ofGuelph.

In 1996, Fred Campbell gave a presen-tation in Sao Paolo at a Workers Schoolwhere Paulo Freire was executive direc-tor. Fred works with ryakuga, a grass-roots, not-for-proflt communicationsorganization based in Stephenville. NF.Further information, examples of and aguide to community productions can befound at their web site:www.web.net/ -ryakuga

We are all conditioned by ourlife-long experience as passive

1 0 1 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 15

VME CLASZEOON

Technology for learning: Content precedes techniqueby Dirk Schouten andRob Watling

[This is an excerpt from MediaAction Projects, A Model forIntegrating Video in Project-based Education, Trainingand CommunityDevelopment, by DirkSchouten and Rob Watling, ofThe Urban ProgrammeResearch Group at the School ofEducation, University ofNottingham, UK [See Review,p. 19]. It is a handbook for edu-cators, trainers and communitydevelopers about creatingmedia projects that lead tosocial action. The authorsstress that educators do notneed great technical expertise,and that the key to successfulprojects is knowing your con-tent before making decisionsabout technique. Their adviceis transferrable to many learn-ing situations involving specifictechnologies. LS]

On techniqueIt is too easy, as we have seen,to start your project with tech-nique. After all, you only knowa little bit about it and you aresure you are going to need it,so it is obvious that youshould start by looking at theequipment. Before you knowwhere you are, you havestarted making some trialrecordings, tried out themicrophone ("Testing, one,two, three") and practised afew zooms and pans with thecamera. Playing around withtechniques can consume quitea lot of time, time that mightmore usefully be spent oncontent.

Our advice is to start withcontent, and to keep techniqueoff the agenda for as long aspossible. Start instead withtalking, with discussion. Theonly aid necessary is a black-board (not pencil and paper)

because it is accessible toeveryone. It is common pro-perty. Everyone may write onit, everyone can read from it.

The model continually makesroom for deliberations in theearly stages. Again and againit has been shown that talkingabout content and discussingthe way the subject shoulddevelop make it much easier inthe later stages to select anduse the most appropriatetechniques for the job in hand.In Holland there are seldomcomplaints from adults or chil-dren about the cumbersomeequipment (Camera of 2kg,U-Matic recorder of 10kg,cables, headphones andmicrophone). Groups only startto use the equipment whenthey know what they want tomake with it, when theprogress of the project calls forit, and when they are ready touse the equipment on theirterms, not on its own.

Using videoThis actually make explana-tions about the equipment amuch simpler task, and ismuch better than learning thetechnique and then adaptingthe content to the technicalpossibilities of the equipment.In this model, technical ques-

16 UTERACY ACROSS THE CURRICULUMEDIA FOCUS

tions do arise, but always outof a specific context:

A group wanted to make arecording in a very small house,but the camera could not seeenough of the room. Then (andonly then) the group discussedthe possibilities of a wide-anglelens. They searched one out andmade the recording they wanted.

Finally, it is worth saying thatgroups are seldom advised touse a tripod. Experience hasshown that they are likely toset it up in one place, stick thecamera on it and never move ituntil the end of the recording.Everything would be recordedfrom one viewpoint and thegroup would be unlikely tomove it around and use it as agood research tool. In themodel it is important for thegroup to be able to get close(physically and culturally) tothe people they are workingwith. It's important too, forthe camera operator not to feelisolated or to becomeintimidating, but to be aparticipant in the discussions.Hence the need for flexibleapproaches to the use of thecamera.

10 2

A tutoring service checklistby Edward E. Gordon, ImperialEducational Corporation,Chicago

[The checklist below has beenreprinted with permission fromEducators' Consumer Guideto Private Tutoring Serviceswhich was published in 1989.While the original was intendedto be a guide for parents to thegrowing number of privatetutoring services, many of theitems provide a useful touch-stone for consumers of volun-teer services as well. They canalso apply to adult clients. Thequality of service being offeredby volunteer tutors is a topic ofdiscussion in both the schooland adult literacy sectors. Asvolunteers are recruited toil!!the gaps left by funding cutsand to substitute where profes-sional services are unavailable,it is increasingly important tohold organizations accountablefor the quality of servicesoffered. Free or low-cost shouldnot mean inferior. LACMF hasinserted afew items or notesindicated with U. Make theadaptations you think appropri-ate for your own milieu. LS]

I. Basic Information

How long has the tutoringservice been in operation?How many students havebeen served?Who owns or operates theservice?Is the service part of a largecorporation?

II. References

Is the service known to localpublic or private schooleducators?What do other parents[people] who have used theservice have to say?What does the BetterBusiness Bureau knowabout the service's businesspractices?

What does the Chamber ofCommerce know about thebusiness operation?

III. Licensing/Credentials

Is the service licensed by thestate/province or accreditedby an accrediting agency ?What are the educationalqualifications of thedirector/administrator ofthe service?What percentage of theservice's staff are certified asteachers?Are the tutors certified toteach in the subject areas inwhich they are tutoring?[What types of training havevolunteer tutors been given?]Is the tutoring staffsupervised on a regularbasis?

W. Program Contentand Goals

fiN

Do the promotionalbrochures, catalogues, andother literature describeclearly the programand policies of the tutoringservice?Is an attempt made tocollect a complete learningprofile of the student duringthe intake procedures?Does the service provide anindividual diagnosis of thestudent's learning needs?Is the instructional modelprimarily one-to-one, smallgroup, computer programs,or a number of these?Does the service provide avariety of learning resourcesand testing instruments thatare appropriate for astudent's educational needs?Does the service offerflexible scheduling that isconvenient for students andtheir parents?

103

V. Contracts andGuarantees[In a volunteer setting, theconcept of a contract willdffer. But the services andtesting prodedures should beclearly stated.)

If the tutoring service uses acontract, are the termsspelled out in language thatis easily understood by theaverage parent [or adultlearner]?If the contract contains aguarantee clause, does itexplain what kinds of testsor other evaluationinstruments will be used tomeasure student progressand thus meet the terms ofthe guarantee?If pre- and posttest scoreson standardized tests areused to determine whetherthe guarantee has been met,will parents [or adultlearners] be allowed tocompare these test resultswith those given atschool and with thestudent's overall academicprogress in school?

VI. Fees[In a volunteer setting, thissection would not apply]

Are the fees charged by atutoring service spelled outin detail at the time when aparent makes a decision touse the service? Forexample, is the cost percourse or the cost per

LITERACY ACROSS THE CURRICULUMEDIA FOCUS 17

Tutoring checklist cont'd

hour specified?Is the parent [adult learnermade aware of the totalcost of a typicaltutoring program mightbe before signing a contract?If the student needsadditional assistance,is there provision forextending the tutoring at areasonable fee?If additional fees, notincluded in the basictutoring package, arecharged for materials orspecial testing, are parents[adult learners] alerted tothis when they sign thecontract?What options are there forpaying fees? Must they bepaid up front as a singlepayment, or is payment byinstallments allowed? Willcredit cards be accepted?

VII. Reporting StudentProgress

Does the tutoring servicehave a plan for reportingstudent progress in a timelymanner both during andafter completing theprogram?Does the plan includereporting to both parents[adult learner] and thestudent's teacher(s)?What is included in thereport and how is itinterpreted to parents[adult learner] andthe school?Is the tutoring programcoordinated with thestudent's academic work atschool? For example, is thetutor willing to attend a staffconference at school toreview the report?Is the tutor prepared tomake referrals to otherprofessionals if the studentneeds psychologicalcounseling or other formsof assistance?

How long after a studentcompletes the tutoringprogram can the parent[adult learner) and schoolexpect to receive awritten report?Does the tutoring servicehave a system for storing astudent's records for futurereference?

VIII. Handling Questions andComplaints

If a student's parents[adult learner] or teacherscall the tutoring service witha question or complaint, dothey have easy access to the

Tutoring: Its historyand current modelaApril 19, 19997:30 - 9:30 p.m.

Edward Gordon will lead adiscussion at Th

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tutor or administrator ofthe service?Does the service have arefund policy in case aparent [adult learner] decidesto cancel the tutoring program?

IX. Providing A SafeEnvironment

If a student's tutoringsessions are held at acentre, does the site complywith local/state safetyregulations for operatinga public facility?Is the centre clean andattractively decorated?Are restrooms available? Arethey kept clean and stockedwith the necessary supplies?What procedures does thetutoring service have forscreening its staff in order tolessen the possibility of child[or other forms of] abuse?

The items of this checklist canserve as a guide whencounseling parents who areconsidering using a tutor ortutoring service for their chil-dren.

[The number of parents seekingtutors for children withlearning disabilities has grownenormously over the pastdecade. Many of the items inthe list are also useful for adultlearners who are makingagreements with paid orvolunteer tutoring services.]

Educators' Consumer Guide toPrivate Tutoring ,Services. byEdward Gordon. Phi Delta KappaEducational Foundation:Bloomington, Indiana, 1989.Library of Congress Catalog CardNumber 88-64032.ISBN 0-87367-285-2

Media for action:Applying criticalpedagogyMedia Action Projects, A Model forIntegrating Video in Project-basedEducation, Training andCommunity Development,by Dirk Schouten and RobWatling. The Urban ProgrammeResearch Group, School ofEducation, University ofNottingham. UK. 1997. 92 ppISBN: 0-85359-209-8.

reviewed by DavidDillon, McGillUniversity

A recurring question over thelast several decades has beenhow to operationalize ortransplant critical pedagogy inthe developed world, particu-larly in more formal education-al settings. This text contri-butes greatly to the answer.

At first glance, this book is anexcellent handbook and prac-tical guide for educators whowant to use video in what theauthors call project-basededucation, training, andcommunity developmentacross a range of age groupsand educational settings. Acloser look, however, reveals itas a powerful explanation andadvocate for critical pedagogy;it offers clear and accessibleexplanations and descriptionsof working with groups, and offacilitating rather thaninstructing as a teacher. Suchan accomplishment is especial-ly commendable in light of theglut of professional materialsdiscussing critical pedagogy invague, theoretical and jargon-laden prose that has alienatedinterested readers more oftenthan enabling them.

The heart of this handbook isa 12-step pedagogical model

so

ii

/ .

.c>

REVIEWS

I

for imple-menting project-basedor action research approachesto teaching. The steps areclearly and conciselyexplained, and richlyillustrated with descriptions ofwork engaged in by the twoauthors with a range of learn-ers from children to adults, ina range of settings fromschools to community-basedprojects. The extensiveexperience and thoughtfulreflection of the authors aspractitioners in both Englandand Holland are revealed insome of the best practicaladvice I have read on workingwith groups in an approachsuch as this. They includetopics such as fostering groupconsensus, helping groupsproblematize topics, andorganizing time and resources;They also offer detailed practi-cal advice on working withaudiovisual equipment, movingfrom initial learning to grouppreparation and presentationof final products. [See In theClassroom, p. 161

At the heart of this model is anessential pedagogy of(1) starting with a topic of

1 0 t: UTERACY ACROSS

-

inter-est to learners; (2)finding a problem in the topicof conflicting issues betweenpeople and hypothesizing whatthat problem is; (3) finding outmore about the problemthrough direct research andanalysis; (4) deciding on actionthat could be taken by certainpeople to improve the problem;and (5) targeting that group'sawareness and perception ofthe problem through thecreation and presentation of amedia production.

One detailed example recountsthe experience of a class of 11-13 year-olds in a Dutch schoolwho started with the topic of anearby airport, problematizedit around the recent proposalto expand the airport,researched the different per-spectives and facts around theissue (primarily those in favourof expansion for economicreasons and those opposed toit on the basis of environ-mental and social disruptionreasons). They produced andshowed their final video to anaudience of parents,

THE CURRICULUMEDIA FOCUS 19

REVIEWS

neighbourhood residents, andairport officials. The showingprovoked dialogue, awarenessand changed opinion. As theauthors stress, the project isnot a simulation or anexercise. It is not playing. It isa real piece of communicationdealing with real issues andproblems. (13)

Media Action Projects has anattractive, clean, and easy-to-follow lay-out and a textwritten in a concise, clear, andaccessible fashion. It is truly amodel for the construction ofhandbooks.

If the text has any shortcom-ing, it is that it is almost tooprocedurally oriented. That is,it emphasizes the steps of themodel and how to use videoequipment with groups, butsays little explicitly about thepurpose and theoretical under-pinnings of this approach toteaching. What the pedagogyis really about and why thesteps are in the order they are

become clear only toward theend as the reader begins to seethe whole picture. Theexperience for a reader is verymuch like following a newrecipe and not being sure whatthe outcome will be until onehas almost completed it. Yet,this takes away very little fromthe strengths of the book.

I was struck by itsinclusiveness and its potentialripple-out effect on educatorsbeyond those alreadycomfortably using video. Yes,experienced media educatorsshould benefit from the wealthof experience and carefulreflection. However, evennewcomers should feel notonly inspired, but enabled tostart working with videoequipment. (An importantfeature of the text is a self-instructional chapter forreaders who have not workedwith video equipment before.)Beyond the realm of video, thistext would allow manyeducatorsin schools,

workplace, or communitytobegin using or refining theiruse of project-based, criticalpedagogy through the moretraditional media of readingand writing or through othermore recent technologies ofaudio recording, photographyor Internet.

All in all, Media Action Projectsis an exceptional and usablepublication that should be ofinterest and value to bothmedia educators and toeducators interested inapplied critical pedagogy.

David Dillon is a professor in theFaculty of Education, McGillUniversity, Montreal, and a pasteditor of Language Arts. He ispresident of the board at TheCentre for Literacy.

Media Action Projects can beordered for £10 from:Rob Watling, The UrbanProgramme Research Group,School of Education,University of Nottingham,Nottingham NG7 2RD.Tel.: 0115 9514543;E-mail:[email protected] about overseas postageand handling.

NEXT ISSUE: Review of A Community-Based Approach to Litercay Programs: TakingLearners' Lives into Account (1996), edited by Peggy Sissel.

20 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 1 06

WE COPY AVA1

Health and LiteracyThe Centre launched its Travelling Trunkon Health and Literacy on September 8.It has been designed to circulate amonghospitals, community clinics andhealth-related programs in colleges anduniversities. Below is a selection from the128 items included in the Trunk.

The Centre for Literacyhas recently added anumber of resources tothe vertical file sectionof our literacy andteaching collection.

Adult Literacy and BasicSkill Unit, Making It Happen:Improving Bsic Skills Within theHealth Service, London UK, 1994.

Ambrosio. Eileen, et alThe Street Health Report A Strut ofthe Health Stab is and Barriers toHealth Care of Homeless Women andMen in the City of Toronto, Toronto,ON: Street Health, 1992.

AMC Cancer Research Center,Beyond the Brochure: AlternativeApproaches to Effective HealthCommunication, Denver, CO, 1994.

Brandes, Wendy L., ed.,Literacy, Health, and the Law: AnExploration of the Law and the Plight ofMarginal Readers Within the HealthCare System,Philadelphia. PA. 1996

Breen. Mary, Wornen's HealthSyracuse, NY: New Readers Press,1997.

Cusson. Shirley,I've Been Mere, Boston, MA:HEAL/World Education, n.d.

Face to face: A video guide on dearcommunicationfor health professionals(order form), CPHA Resource Centre.

Literacy and HealthIrgarmcition Ktts and SchoolPackage Kit Ottawa, ON: CanadianPublic Health Assodation

Rosenblum, Laurie B.Breast and Cervical Cancer ResourceKit Annotated Bibliography,Boston,MA: World Education, 1995.

Sandy Hill Health Centre.Plain Facts series, Ottawa ON

Health, communication and literacy: An annotated bibliographyStudies show that levels ofeducation and health can becorrelated and that communi-cation between clients andhealth care providers inboth oral and written forms ---can make a difference in thequality of care and in thereduction of errors in follow-up and preventive health care.

There is a growing body of research supportingthese claims. This Bibliography, an updated versionof the 1995 bibliography, contains 23 additionalannotations on selected articles written after 1995on the subject of literacy and health published inprofessional health journals.

The bibliography has been produced with supportfrom Canada Post and from funds raised at QuebecGolf Day for Literacy 1998.

Samples of the annotated entries in the bibliography:KeywordsPATIENT LITERACY: DIABETES, HYPERTENSIONAuthors: Williams, M. V., Baker, D. W., Parker, R

M., & Nurss, J. R. (1998. January)Title: Relationship of functional health

literacy to patients' knowledge of theirchronic disease.

Source: Archives of Internal Medicine, 158.pp. 166-172.

AnnotationA group of researchers, focusing on patients withdiabetes and hypertension, have determined thatpatients with inadequate literacy skills are unableto effectively control the physical manifestations oftheir illness even after receiving educationalmaterial and/or classes.

l

KeywordsASSESSMENT : PLAIN LANGUAGE MATERIALSAuthors: Glazer, H. R., Kirk, L. M., &

Bosler, F. E. (1996) .

Title: Patient education pamphlets aboutprevention, detection, and treatmentof breast cancer for low-literacywomen.

Source: Patient Education and Counseling.27. pp. 185-189.

AnnotationResearchers looked at nineteen informationpamphlets on presentation, detection, andtreatment of breast cancer. The pamphlets weredetermined to be written at a 9th-grade level,whereas, the women tested possessed, on average, a6th-grade reading level indicating a need for betterassessment of future written material.

LITERACY ACROSS THE CURRICULUMEDIA FOCUS 21

CONFERENCES

Media EducationConferences Quick list

CIFEJCentre International du Filmpour l'Enfance et la Jeunesse

International Centre of Filmsfor Children and Young PeopleGeneral AssemblyOctober 15 - 19, 1998Oslo, NorwayInformation: CIFEJ, 200- 3774St-Denis, Montréal, QC, Canada,H2W 2M1, Tel.: (514) 284-9388;Fax: (514) 284-0168;E-mail: [email protected];Web site: www.odyssee.net/-cifeJ

Third Annual Conference ofthe New Mexico MediaLiteracy ProjectCulture, Media and Education:Vital SolutionsOctober 21 - 24, 1998Albuquerque, NMInformation: Tel.:(505) 828-3264or E-mail: [email protected]

ChronologicalConference Listing

Local

PACT-QAPT Annual TeachersConvention"New Realities: NewChallenges"November 12 - 13, 1998Montreal, gcInformation:Rod Elkin at QPAT(514) 694-9777 or 800-361-9870or Donal Irving at PACT(514) 252-7946

Learning DisabilitiesAssociation of Quebec(LDAQ) 24th AnnualInternational Conferenceon Learning DisabilitiesMontreal, QCMarch 25 - 27, 1999Information: LDAQ,Tel.: (514) 847-1324;Fax: (514) 281-5187

National/InternationalInternational Conference onthe Social Impact ofInformation Technologiesfeaturing John Naisbitt andDon TapscottOctober 11 - 14, 1998University of MissouriSt. Louis, MOInformation: www.umsl.edu/-conted / inticonf. htm

Fourth National LiteracyConference"BetweenStandards and Diversity"Manitoba Association ofTeachers of English &Canadian Council ofTeachers of EnglishLanguage ArtsOctober 23, 1998Winnipeg, MBInformation: Debra Radi, OakPark High School, 820Charleswood Road, Winnipeg, MB,R3R 1K6, Tel.: (204) 895-721;Fax: (204) 895-8889;E-mail: [email protected]

International Society forTechnology in EducationTel-Ed 98 (ISTE)October 29 - 31, 1998New Orleans LA & Victoria BCInformation: www.iste.org orE-mail:[email protected]

The First GlobalREFLECT ConferenceNovember 3 - 7, 1998Bhubaneswar, Orissa, Indiapreceded by organized fieldvisits in Bangladesh, Nepal orIndia from October 25 - 31Information: in UK: 13imalPhnuyal/David Archer,International Education Unit,ActionAid, Hamlyn House,MacDonald, Archway, LondonN19 5PG, UK. In India:Ms. Vasumati, REFLECT GlobalConference, ActionAid India, 3Rest House Road, Bangalore 560025, India, Tel.: 00 91 805596682 or 5586583; Fax: 00 9180 5586284; E-mail:[email protected]

22 UTERACY ACROSS THE CURRICULUMEDIA FOCUS 1 0

20th InternationalConference of the Councilfor Learning DisabilitiesNovember 5 - 7, 1998Albuquerque, NMInformation: Council for LearningDisabilities, PO Box 40303,Overland Park, KS, USA 66204,Tel.: (913) 492-8755.

Society for Literatureand ScienceThinking the Brainand BeyondNovember 5 - 8, 1998University of Florida,GainesvileInformation: Jim Paxson,Department of English, Universityof Florida, Gainesville, FL, USA32611-7310;e-mail: [email protected] [email protected]

49th Annual InternationalDyslexia AssociationConference(formerly The OrtonDyslexia Society)November 11 - 14, 1998San Francisco, CAInformation: IDA, 8600 LaSalleRd., Chester Bldg.,# 382,Baltimore, MD USA 21286-2044,Tel.: (800-ABCD123 or (410) 296-0232; E-mail: [email protected] site: www.interdys.org

47th Annual AmericanAssociation for Adult andContinuing Education(AAACE)November 18 - 22, 1998Phoenix AZInformation: ;

Tel.: (202) 429-5131;Fax: (202) 223-4579

National Council of Teachersof English (NCTE)November 19 - 22, 1998Nashville, TNInformation: NCTE, 1111 W.Kenyon Road, Urbana, IL61801-1096,Tel: (217) 328-3870, ext. 203;Fax: (217) 328-0977

Modern LanguageAssociation (MLA)December 27 - 30, 1998San Francisco, CAInformation: MLA, 10 AstorPlace, New York, NY 1003-6981

Technology, Reading andLearning Difficulties17th Annual InternationalConferenceJanuary 28 - 30, 1999San Franscisco, CAInformation: Diane Frost,( 510)594-1249; Fax: (510) 594-1838.

Ontario Council ofTeachers of EnglishFebruary 19, 1999Toronto, ONInformation: Alex Bostock,Tel.: (416) 393-5501;Fax: (416) 393-5631

Conference on CollegeComposition andCommunication (4Cs)March 24 - 27, 1999Atlanta, GAIriformation: NCTE. 1111 W.Kenyon Road, Urbana, IL61801-1096,Tel: (217) 328-3870, ext. 203;Fax: (217) 328-0977

44th Annual ConventionInternational ReadingAssociationMay 2 - 7, 1999San Diego, CAInformation: IRA, 800 BarksdaleRd., PO Box 8139, Newark, DE19714-8139, USATel.: ((302) 731-1600 or(800) 336-READ.

Computers and AdvancedTechnology in Education(CATE) '99May 5 - 8, 1999Philadelphia PA,Information: InternationalAssociation of Science andTechnology for Development, 1811West Kate Ila Avenue, #101,Anaheim, CA, USA 92804,Tel.: (714) 778-3230;Fax: (714) 778-5463;

BEST COPY AVAILABLE

E-mail: [email protected] Sixth World AssemblyMay 16 - 24, 1999Ocho Rios, Jamaicaincludes Learning for theMillenium First InternationalFollow-up to CONFINTEA VMay 18 - 20, 1999Information: !CAE, 720 BathurstStreet #500, Toronto. ONCanada, M5S 2R4.Tel.: (416) 588-1211;Fax: (416) 588-5725;E-mail: [email protected]

Fourth National WritingAcross the CurriculumConference"Multiple Intelligences"June 3 - 5, 1999Ithaca, NYInformation: Tel.: (607) 255-2955;Fax: (607) 255-2956; E-mail:wac99-conf@cornelLeduWeb site: www.arts.cornell.edu/jskwp/wac99.html

7th InternationalInterdisciplinary Congresson WomenJune 20 - 26, 1999Tromso, NorwayInformation: Tel.: +47 77 64 5899; Fax: +47 77 64 64 20; E-mail:[email protected] site:www.skk.ult.no/WW99/ww99.html

International Federation ofTeachers of English (IFTE)July 7 - 10, 1999Warwick, ENGLANDInformation: NATE, 50 BroadfieldRd., Sheffield. S8-0XJ England,Tel.: (0114) 255-5419;

The Centre for LiteracyTHANKS

The British Councilfor providing a travel grant

that allowed Dr. MaggieHolgate and Jacquie Disney,

co-founders of the ParentInformation Network (PIN),

to participate in the1998 Summer Institute

on Literacy andTechnology.

ug

CONFERENCES

LIFELONG LE:NETWO K

technoloCan less be

more?Adapting

to current social demands..

Adaptingto the realities of teacher

knowledge..

Adaptingto current fuqding levels..

Can adult basic educationadequately serve its growing

clientele?

A participatory instituteJune 27 - 30, 1999

Montreal, QC

Details in January 1999.


ANNOUNCEMENTS

in cooperationGeorgia Tech with

LIFELONG LEARNINGNET WORKThe Centrefor Literacy 4130.cel3 Is

Trite

1999 Winter InstituteJanuary 27 - 29, 1999, Atlanta GA

Technology and Adult Basic Education:The Changing Role of Teachers

As the use of technology proliferates in the adult basic education classroom,some educators suggest that teachers may be expected to shift roles from atraditional didactic to a more facilitative one.

The 1999 Winter Institute will provide a forum where the ramifications oftechnology on adult basic education teaching can be explored.

Guiding questions include:Does the use of technology in Adult Basic Education (ABE)require changes in instructional approaches? in student assessment?in program evaluation? If so, what specific changes are called for?What research and information support proposed changes in any ofthese areas?Has the use of technology in ABE resulted in changes in anyof these areas so far?

Information: Barbara Christopher, Georgia Tech's Lifelong Learning Network,Tel.: (404)894-0561 or Email:[email protected]

The Center for the Study of AdultLiteracy at Georgia Statein collaboration with

Georgia Tech Lifelong Learning Network,Laubach Literacy Action, The Centre for Literacyof Quebec and The Canadian Congress forLearning Opportunities for Women (CCLOW)

International Conference on Women and LiteracyJanuary 24 - 26, 1999

Atlanta GA

(immediately preceding the Winter Institute)The program will focus on Women and Literacy as relatedto Welfare Reform, Domestic Violence, Health, and Ethnicity.

Information: Sandy Vaughn, Center for the Study of AdultLiteracy, Georgia State University, University Plaza, Atlanta,GA 30303-3083, Fax: (404) 651-1415;


British CouncilInternational Seminar

Developments inbasic education:raising literacy andnumeracy standards

February 7 - 12, 1999London

This seminar, directed by AlanWells, a founder and currentDirector of the Basic SkillsAgency in the UK, is designed for"senior government officials andeducation policy makers, as wellas senior practitioners andresearchers involved in the field ofeducation." Among the topics areearly prevention, developments inprimary and secondary schools,the post-16 sector, the world ofwork, parents, quality assurance,and involvement of non-educational organizations.Participation is limited to 50.

Information: InternationalSeminars, The British Council,1 Beaumont Place, OxfordOX12PJ, United Kingdom,Tel.: (011)-44-1865 316636Fax: (011) 44-1865 557368E-mail: [email protected]: www.britcoun.org/seminars/

CALL FOR PAPERS

Learning DisabilitiesAssociation of Canada(LDAC)12th InternationalConference"Learning Disabilitiesand ADHD: Transitionsthrough Life"

Sept. 30 - Oct. 2, 1999Winnipeg, MN

LDAC invites proposals fromCanada and the US forworkshops, instructionalsessions, symposia, panels orposter sessions. Somepossible strands include:Diagnosis / Asse ssrnent , Cu rrentResearch, Behaviour,Transitions, Instruction,Advocacy and Technology.More details on themes andcriteria for submissions areavailable from LDAC.

Deadline: October 31, 1998

17...

ANNOUNCEMENTS

Trawzilling Resource T nTliese trunks provide resourCes to teachers and tutors who do nothave easy access to materials due to time or distance. Althoughthey are designed for providers of literacy and adult education,many of the materials are usable by teachers and coordinators inhigh school, college and community-basedsettings. All trunks contain sources andordering information for items. Thereare currently 7 trunks in circulationand others being developed inresponse to demand. They include:

Learning Disabilities (2)New MaterialsNumeracy and Technology (2)

NEW Ea 1998Family Literacy & Women Trunk

This trunk focuses on the issues and practices around family liter-acy, including ways in which parents can be involved in children'slearning. It also provides materials and information on women'sliteracy programs and basic skills upgrading in women's education.

77 Health, Communication & LiteracyThis trunk has been designed for people workingin the health-care sector as well as for teacherswho want to include health-related materials in

Health. their literacy or basic skills teaching. It hascommunication background on providing health information to

and Literacy: clients with low literacy or no literacy in the offi-cial languages. It contains guidelines on writing.patient information in clear language and usingvisual media, and provides examples from manysettings. Files are organized by subject with sev-eral focusing on areas such as cancer, women'shealth, and others.

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Mtn! Celebrity rig AttociloutCheck it out on www.nald.ca/book auctionThe virtual Book Auction you have been waiting for will be launchedthis fall. Celebrities from near and far have donated autographs,photographs, and books they have written or books that have

4-

inspired them.

The funds raised by the auction will benefit adult learnersacross Canada through educational bursaries and literacyprograms. Sponsoring organizations: Canadian Congressfor Learning Opportunities for Women (CCLOW) andLiteracy Link Niagara.

EST COPY AY 1 LA a.LE

Visit the site listed above or the CCLOW homepage--www.nald.ca/cclow.htm -- to preview items, or contactLiteracy Link Niagara, Tel.: (905) 641-2252, ext. 2222;

Fax: (905) 682-2298; E-mail: [email protected]


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Working Papers in LiteracyNo. 1 Perspectives on IALS, Graff, Street, JonesNo. 2 Media literacy, information technology and the

teaching of English, Abbott and MastermanNo. 3 Behaviour and beliefs of volunteer literacy tutors,

Hambly

Paper No.1 is on our Web site.Print copies of all Papers can be ordered.Price: In Canada, $6; US, $7.:Overseas, $10.; prices include handling and postage

Health, communication and literacy:An annotated bibliography, 2nd editionProduced with support from Canada PostA bibliography with annotations on 30 articles was publishedby The Centre in 1995. This new edition contains theoriginal entries plus 23 additional entries on selected articleswhich have appeared in health journals since 1995.It includes a list of further articles on the subject and websites of interest.Price: $10. includes handling and postage.

Read and Write Together:An activity pack for parents and childrenThis kit was produced by The Basic Skills Agency and BBCEducation in February 1995 for a national Family Literacypromotion campaign in the UK.Price: $15. plus $2.50 handling and postage.

As of May 1, 1998 -- PRICES REDUCED ON:The New Reading DiscThe acclaimed UK multimedia product designed by CTAD tohelp adult basic learners improve their reading and writing.Built in Authoring Tool allows teachers to create localculturally appropriate materials.

The American New Reading Disc(developed by CRT at Georgia Tech) An American version ofthe original UK product with American topics and context,but the same prototype with Authoring Tool.

L.I.R.E.Le Logiciel Interactif de Réentrainement a l'Ecriture proposeun nouveau concept qui, a travers l'utilisation d'ordinateursMultimedia, permet a des personnnes d'améliorer leurscapacités a lire et a écrire en francais.

Detailed descriptions on our Web site include a 38-site Canadianevaluation of the New Reading Disc: www.nald.ca/litcent.htm

Information on software pricing and orders:The Centre for Literacy, 3040 Sherbrooke Street W., Montreal, QC, Canada, H3Z 1A4.

Tel.: (514) 931-8731, ext. 1415; Fax: (514) 931-5181;E-mail: literacy cntr@dawsoncollege. qc.ca

EST COPY AVM BLE 1 3UTERACY ACROSS THE CURRICULUMEDIA FOCUS 27

ir

ingthe community

through services,training and information

about communicationskilisfor and

tomormw

Frien s cam ai nt T e entre

This year is the tenth anniversary of The Centre, and wxe areusing the occasion to examine our first decade and plan forthe next. Part of our plan involves new partnerships andinitiatives in areas where literacy touches large communityand social issues, such as health, workforce education, andtechnological change. Our work takes us to our ownneighbourhoods as well as across provincial and nationalboundaries.

To mark the decade, The Centre has launched a FriendsCampaign to help us generate new income to meet theincreasing demands for our resources and services.Charitable receipts will be issued.

Ask us about becoming a Friend in 1998-99.Friends automatically receive our newsletter.

complete; thisiiforrm. ,41,4 . '46 *. *, .

"..t\tigt*Z. .41r,1011Et c

. .

eg The Centre for Literacy,3040 Sherbrooke Street West, Montreal, Quebec, Canada H3Z 1A4

I enclose a cheque for U $18 U $80 i:j1 $150 (Please mark choice)

Make cheque payable to The Centre for Literacy. Please enquire about international rates.

Name:

Institution. Dept:

Address:

Province/State: City. Postal Code:

Tel: Fax.

LITERACTAC05$:THE CURRICULUME0Ik F.Q.C1J5:i

Single annual subscription

Multiple annual subscription (10)

Multiple subscription (20)

$18

$80

$150

Back issues available Call (514) 931-8731, ext. 1415

'`

LOOK AT OUR WEBS1TE AT: www.nald.ca/Iitcent.htm

I

28 UTERACY ACROSS THE CURRICULUMEDIA FOCUS

-% , _4.

114

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e 0-7

Title: Literacy Across the Curriculum/Media Focus, Volume 13

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Corporate Source:The Centre for Literacy, Montreal, Quebec, Canada

Publication Date:1997-1998

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Printed Name/Position/Title:Sign Sig"' Linda Shohet, Directorhere,4please OrganizatiW ess: TM] 4):9V1-RTU 71415 Fn14)931-5181

The Centre for Literacy Date:literacycntrfntAcenollege.qc.ca Nov.19, 1998

(over)

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