In November 2007, adult learners from across Saskatchewan met in Saskatoon as a part of the Saskatchewan Literacy Network Fall Conference for several adult learner workshops. These workshops focused on the importance of setting goals and fine tuning communication skills for success in life. This document describes the following three workshops that took place:
- How to Speak Your Truths So Others Will Hear;
This book combines photos and personal essays by six individuals who have at some point in their lives been involved in literacy and learning programs. Each of these people found their way to literacy programs along different life paths. This book does not reflect the lives of all literacy students, but rather it is a ‘snapshot’ of these six people’s lives.
Recent research into violence and learning has revealed that violence is a reality for all individuals in society including learners in adult literacy programs and that violence has a negative impact on learning. As educators, literacy workers have a responsibility to acknowledge that violence exists in society and to promote an educational model that has peace and respect for diversity at its core.
This bibliography was compiled for The Centre for Literacy’s 2004 Summer Institute: Adult Basic Education: Impact of Policy on Practice: International Perspectives.
A collection of learning materials for women on the street
"Dream Soup and Life Stew" is a literacy resource book created by women involved with the WISH Learning Centre for street women. In this book, the authors share some of the hands-on literacy materials that emerged when they developed a literacy project at a drop-in centre for female sex-trade workers in Vancouver’s Downtown Eastside.
Sticht looks at "several technologies" teachers can use to help adults learn to read and write, including chalkboards, television, radio, newsprint and tape recorders.
20 Years of Independent Studies at Frontier College
Full Circle is a book that celebrates and documents the achievements of Frontier College's Independent Studies Program over the past 20 years. The I.S. Program was designed to fill a need "to find ways to integrate all marginalized people, but especially people labelled 'disabled', into a welcoming community of learning."
This portfolio assessment initiative has several lists of goals for students and teachers. It includes:
- personal goals
- reading progress checklist
- listening and speaking progress checklist
- writing progress checklist and,
- mathematics progress checklist
