Family Literacy

The authors of this kit point out that learning about a variety of cultures helps people become more understanding and accepting of others. With that goal in mind, they have come up with a variety of activities that can be used in a classroom, library or literacy program to help explore other cultures.

The authors explain that a comic is usually a short instalment of a larger story, while a graphic novel is usually an entire story bound and published in a single book. They point out that graphic novels have an important role to play in promoting literacy and may appeal especially to reluctant readers and visual learners.

In 2001, the NWT Literacy Council initiated Tools for Community Building, a three-day workshop designed to help communities develop, deliver and manage their own literacy programs. Since then, the workshop has been presented in a dozen communities.

The authors note that storytelling has always played a big role in Aboriginal culture. Digital storytelling simply brings that tradition into the computer age.

This presentation offers both an introduction to the work of the NWT Literacy Council and an explanation of the importance of family literacy.

It includes information about the council’s Family Literacy Training Institute, which has trained more than 500 people; the Tools for Community Building project; and the challenges the council faces. As well, one woman shares her experiences as a family literacy facilitator in her community.

This document is one of nine modules that make up “Health Talk: A Health Literacy Curriculum for English Language Learners,” developed by the Calgary Immigrant Women’s Association (CIWA).

This document is one of nine modules that make up “Health Talk: A Health Literacy Curriculum for English Language Learners,” developed by the Calgary Immigrant Women’s Association (CIWA).

In this module, the authors discuss the difference between medical emergencies and nonemergency health issues; provide exercises and activities to show learners how to recognize medical emergencies; and explain how to respond effectively.

This document is one of nine modules that make up “Health Talk: A Health Literacy Curriculum for English Language Learners,” developed by the Calgary Immigrant Women’s Association (CIWA).

In this module, the authors offer exercises and activities to help learners understand how to fill out medical forms and provide personal information and family history to health professionals.

This document is one of nine modules that make up “Health Talk: A Health Literacy Curriculum for English Language Learners,” developed by the Calgary Immigrant Women’s Association (CIWA).

In this module, the authors explain various signs and medical terminology a learner might encounter while looking for a particular facility in a hospital. They have included activity sheets to reinforce what is being taught.

This document is one of nine modules that make up “Health Talk: A Health Literacy Curriculum for English Language Learners,” developed by the Calgary Immigrant Women’s Association (CIWA).

In this module, the authors provide a variety of exercises and activities to help learners ask questions, seek clarifications and answer questions likely to be asked by doctors.