A Cross-Cultural Training Manual for Literacy Tutors, Volunteers and Practitioners
This document is a copy of a PowerPoint presentation made by the Canadian Centre on Minority Affairs during a workshop for literacy tutors, volunteers and practitioners.
During this project, literacy and adult educators were invited to share and build knowledge about the impacts of violence on learning and ways to address them. Through workshops, an online course, research projects and other activities, three co-facilitators and the project participants explored ways to break silences about violence and to create environments to support learning for all.
The Practitioner Training Strategy was launched in October 1999. This four-phase initiative involves all literacy streams and sectors in seven projects across the province of Ontario.
This document reports on a project designed to answer the following questions:
-What are the core skills needed by a practitioner in the Native literacy field?
-How are these skills acquired by individuals seeking to work in the Native literacy field?
-How is the acquisition of these skills recognized by the Native literacy field?
What makes one literacy program more successful than another? High quality literacy programs share many principles in common. These principles are often referred to as "best practices" or "good practice". Both of these terms are used to describe what works best in a particular situation or environment.
This report builds on the document, Best Practices for Adult Literacy, which investigated best practices for facilitating the development literacy among adults.
This is the conference report for the College Sector Committee Provincial Conference, an event for managers and practitioners involved with the Literacy and Basic Skills (LBS) Program at all Ontario colleges, held June 3-4, 2004. The title of the conference was Moooving Forward.
This research document examines the question, “What makes an effective ABE/Literacy instructor?” It documents the thoughts, feelings, strategies and techniques of some effective literacy/ABE instructors in British Columbia. Recommendations are also presented, intended to help institutions offering ABE/Literacy programs and ABE/Literacy practitioners, groups planning a research project, and funders.
This report discusses the issues regarding the participation of adults with disabilities in adult literacy programs from their point of view. It discusses many barriers to developing literacy skills which may be attitudinal, technological, emotional or transportation-related. As well, it gives recommendations on how to overcome these barriers.
