This document is part of a project undertaken to collect information and stories about teaching and learning practices in adult literacy. It is a compilation of all the articles that are part of the Stories from the Field project.
This document describes the framework developed by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to assess the readiness of countries to help their citizens achieve media and information literacy (MIL).
Since 1998, students and teachers from a high school in Nicolet, Quebec, have partnered with local elementary school students and teachers to produce Internet-based, interactive platforms for their stories, games and puzzles.
Participating in Imagine the Challenge helped both students and teachers at four schools develop their information and communications technology (ICT) skills and, at the same time, build a global community.
Between September 1999 and January 2000, a Canadian runner named David Adie ran more than 5,000 kilometres between the east and the west coasts of Australia as part of the international Steps 2 Peace project.
British Columbia’s School District 59, based in Dawson Creek, has developed a process that helps teachers and students agree on what different skills look like in different contexts, including the classroom or a co-op program.
In the Employability Skills Carousel activity, the teacher selects between eight and 10 employability skills for students to focus on in a given term.
This booklet offers an introduction to Communications and Math Employment Readiness Assessment (CAMERA), a series of standardized tests providing placement and diagnostic information about adult learners’ abilities to manage workplace communications and numeracy tasks.
Adult Basic Education and Literacy Journal, 4(1),24-33
This study investigates how Canadians with limited literacy skills make sense of their patient-education experiences. The authors cite a Canadian Council on Learning (CCL) study indicating that 60 per cent of Canadians don’t have sufficient skills to manage their health and their health-care needs. That can mean difficulty in taking medications correctly or using health services effectively.
This document, one in a series of Essential Skills Fact Sheets published by the NWT Literacy Council, focuses on community skills. Those skills are defined as reading, document use, writing, numeracy, oral communication, thinking, working with others, computer use and lifelong learning.
Competency-based learning meets the needs of all learners. It is important to keep in mind, however, that all learners are different. In order to address the needs and interests of all learners, the units in this publication have been divided by Essential Life Skills and Individual Life Skills.
