In this document, you will find:
- cover page
- programmatic premises
- instructional premises
- background assumptions
- appendices, and
- pedagogical principles
The author wants to emphasize with this document the importance of both stimulus-response behaviorist and intuitive-inferential constructivist
approaches in learning to read as a both/and rather than an either/or phenomenon.
As in learning anything complex, mastering the basics in this case, of how print literacy works, is indispensable.
For almost three years, Dani was a volunteer tutor in the Independent Studies program at Frontier College, where she acted as a classroom teaching assistant helping students in our three literacy classes to learn.
This book is a resource for literacy workers. One of its focus is on the challenges of people having limited literacy skills when they attempt to access counselling services. It also includes information for workers who may be working with victims of abuse and violence.
What follows is a bibliographic review of the author's online and print based articles and book chapters from 1993-2004 on various facets of the pedagogy, politics, and science of adult literacy education.
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.
This is the third of three articles about the author's research into the curriculum deliberation process in an online environment. This article discusses the potential and promise of the deliberative process for the Canadian adult literacy community should the pan-Canadian electronic conferencing system recommended in the report, “First Steps: Towards a Pan-Canadian Literacy Electronic Conferencing System” be put in place.
This is the second of three articles about the author's research into the curriculum deliberation process in an online environment. This article expands on those findings following the author's analysis of the data. More in-depth information is provided about the process including a set of guidelines for educators/researchers who may wish to convene a deliberation activity.
This is the first of three articles about the author's research into the curriculum deliberation process in an online environment. In this article, the process of curriculum deliberation is described and the author also reports on her preliminary findings following the completion of her study.
