The Canadian Apprenticeship Journal – Vol. 9, Fall 2013
This issue of the Canadian Apprenticeship Journal is dedicated entirely to initiatives and programs that support the recruitment, retention, and training of Aboriginal learners in apprenticeship programs and the skilled trades.
It contains 16 articles, organized into sections focusing on research; approaches to engagement and training; and various perspectives on the topic.
In this study, the authors try to understand the evolution of adult literacy research by analyzing material published in “The Canadian Journal for the Study of Adult Education,” a peer-reviewed publication that first appeared in 1987.
This journal article discusses a study comparing competing perspectives of contextual literacy—literacy as practices, functional context education, and critical literacy.
This document is part of the Literacy and Aboriginal Peoples ‘Best Practices' Native ‘Literacy' and Learning research project, which began in September 2001. The purpose of the annotated bibliography is to provide an inventory of the written resources available in the area of Native literacy for the province of Ontario.
As modes of communication shift from reading text to other forms (e.g., visual images), will role of reading in the future diminish? This article discusses the future of reading in a changing world.
This is a feminist quarterly which was founded with the goal of making current writing and research on a wide variety of feminist topics accessible to the largest possible community of women.
This article shows how adult educators can learn important strategies from those in different areas of professional practice. The author argues in favour of collaboration among adult education professionals, in this case through asynchronous computermediated communication (CMC).
The author describes how libraries can improve their websites by making it easier for users to find information about adult literacy resources and services, both in the library and beyond.
Librarians are highly effective in enabling customers and clients to make informed decisions based on the best evidence available, but seem less successful in applying those same standards and approaches to the professional practice of librarians, particularly with regard to literacy and learning programs. The author provides examples to support this theory.
