Community-based

In 2000, Calgary Learns presented the first Life of Learning Awards as a way to honour outstanding contributors to lifelong learning in Calgary.

The authors of this fact sheet note that according to the International Adult Literacy and Skills Survey (IALSS), 63 per cent of urban Aboriginal people in Saskatchewan scored below Level 3, compared to 39 per cent of the non-Aboriginal population. Level 3 is considered the minimum needed to function effectively in modern society.

This document deals with the gaps and challenges faced by literacy programs, services and organizations in the Ontario city of Peterborough.

The authors found that the majority of the participants in the study cited lack of funding as a major gap, one that tended to overlap with other gaps and make them worse.

This PowerPoint-style presentation examines the concept of “living literacies” by focusing on the small community of Ulukhaktok in the Northwest Territories. The authors discuss the ways Northern people engage with the world, including dancing, speaking, singing, sewing, drawing, carving and travelling.

In 2000, Calgary Learns presented the first Life of Learning Awards as a way to honour outstanding contributors to lifelong learning in Calgary.

This document outlines two sets of agreements: the Common Assessment; and the Information and Referral Agreements. Agencies that are members of the Central, East, West, and York Local Literacy Committees in Toronto and the York region of Ontario accept these two sets of agreements.

The report sets out the process for ensuring the continuity of good literacy and basic skills service in a community as new members join a Literacy Community Planning (LCP) committee. This “succession planning” involves making sure that crucial history, information, initiatives and decisions are documented.

This is a literature review on Aboriginal literacy from the perspective of an Aboriginal literacy worker and professional.

This resource guide provides support to both individuals and groups involved in community-based adult literacy tutor programs. It is also intended for those who want to know more about starting a program. The guide contains information about volunteer tutor programs, including tutor training and volunteer management.

This guide is intended to ease the transition process for a newly hired program coordinator at a smaller literacy agency. It is also meant as a tool for regional literacy networks to ease that transition by encouraging the network to take an active role in mentoring and coaching.