Definitions

This document is housed on the Government of Alberta server.

This document is part of an easy reading career planning series, and explains the eight symbols used in the series to designate different job groups. The eight groups refer to jobs for people who like to clean things; drive or move things; help or serve people; make or fix things; prepare food; protect things; sell things; or work with living things like plants or animals.

This brief video features Dr. Sarah Eaton of the University of Calgary, discussing the nine Essential Skills defined by Human Resources and Skills Development Canada (HRSDC).

She provides a definition for each of the nine skills, along with examples that illustrate each one.

This is the fourth in a series of podcasts, developed by the Office of Literacy and Essential Skills (OLES) in Human Resources and Skills Development Canada (HRSDC), describing the research on numeracy that is part of the Essential Skills Research Project undertaken to improve the current measurement framework for those skills.

This is one of four television ads sponsored by the Council of Atlantic Ministers of Education and Training (CAMET) to promote a broader understanding of what literacy means.

In this ad, several people are asked what they think literacy is. In response, they talk about how literacy includes the skills needed to get an education, find a good job, and live life to the fullest.

This document appears as an article in the spring 2004 issue of the journal Literacies. It is an excerpt adapted from "Adult Literacy Policy: Mind the Gap" by Nancy Jackson, which is included in the Klewer Handbook of Educational Policy (N. Bascia, A. Cumming, A. Datnow, K. Leithwood and D. Livingstone (eds.).

This manual of relevant research and best practices with reference to adult numeracy programming, both in Literacy and Basic Skills (LBS) programs in Ontario and elsewhere in the world, was the result of the Numeracy Best Practices Project.

This landmark study of the early 1980s provides a useful glimpse of the "state of the art" at that time. This publication addresses issues facing a substantial number of Canadians, the illiterate and the seriously-undereducated.

The goal of this series is to provide important information on three topics of high priority to the literacy community and to highlight new, innovative, and successful practice relevant to LBS-funded agencies across Ontario.

This document is part of a series prepared by literacy practitioner/researchers in Alberta to look at a variety of questions related to literacy.

The author, a facilitator in a community-based adult literacy program, interviewed a small group of adult learners to explore their motives for joining the program and to see how they defined literacy.

This resource includes the following:
- Information on who are the low-literate adults?
- What is literacy and why is it important in our society?
- Why do low-literate adults not participate in programs?
- What participants say about coming to adult basic literacy programs?
- And what about dropouts?
- Learner recruitment and retention
- Useful resources