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New Literacy Resources for Loan
From the Provincial Literacy Resource Centre
W i n t e r     2 0 0 8

Would you like to borrow these resources? Please reply to library@literacy.bc.ca

Topics

| Aboriginal Literacy | Family Literacy |
| Instructional Materials & Learner Resources | Learning Disabilities |
| Statistics | Workplace Literacy |

Aboriginal Literacy

Drum making: a guide for the Anishinaabe hand drum. By Waubgeshig Rice. Owen Sound, Ont. : Ningwakwe Learning Press, 2005.

Describes one contemporary method used to make the hand drum, and explores how the hand drum came to be such a vital aspect of the Anishinaabe way of life.

Meet a dentist: Dennis Hewitt.
Meet a musician: Derek Miller
Meet a police officer: the Mueller sisters
By Kim Ziervogel. Owen Sound, Ont. : Ningwakwe Learning Press, 2007.

"This series of booklets showcases young Canadian Aboriginals engaged in interesting careers. It highlights their hard work and determination and some interesting facts about their chosen profession."

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Family Literacy

I love when you read I love when you read [DVD]. Tremain Media Inc., 2007.

"This DVD shows you how to help children learn to love reading and how easy it can be to create a home where literacy is naturally encouraged." It is suitable for family literacy programs and early childhood education. School districts have given this video to parents as part of the "Ready, Set, Learn" program, and parents with children in kindergarten or school have received it through various early learning initiatives. It is especially effective at bringing literacy information to parents and caregivers with low literacy skills. It features children and their parents, from various cultural and socio-economic backgrounds, doing age-appropriate activities together, with narrative by various experts. It is engaging and fun!

My mummy couldn’t read. By Carey Rigby-Wilcox. Saskatoon, SK : C Unique Creations Inc., 2007. Also available full-text at http://www.seeabook.com/mummy.htm.

This children's story, written from the perspective of a young boy, describes his mother's lifelong struggle with reading and how she overcomes it. It is suitable for family literacy programs.

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Instructional Materials & Learner Resources

See also Workbase resources under Workplace (below).

Drawing the line: dealing with affective issues in literacy : Level 2. By Dr. Jenny Horsman. Saskatoon, SK : Saskatchewan Literacy Network, 2001.

A package of learning materials and resources for adult literacy practitioners who work with women who have experienced violence. [From cover]: The challenge to support the successful learning of students who have experienced violence is an ongoing one for many literacy instructors and tutors. This package provides some background material to offer guidance in the challenging process of drawing the line between teaching and counselling in adult literacy programs. It is designed to be adaptable and can be used in its entirety as a six-hour training workshop, or sections of the kit can stand alone to help trainers focus on specific needs. Note that participants should be familiar with the concepts covered in the Level 1 Tutor Training Kit before expanding into Level 2 subjects.

Learn to drive: a driver education resource [Book]. Learn to Drive: driver education testing resource & answer key [Book]. Learn to Drive: an interactive driver education resource [CD-ROM]. Swift Current, SK: Cypress Hills Regional College, 2006.

This resource is the brainchild of a few, very committed educators, who were in search of a resource that would be easy to understand, interactive and multi-sensory. They envisioned a resource that could be for all learners, accommodating their different learning styles. The workbook and testing resource have been written in plain English with many graphics that will appeal to ESL/ESD/Literacy learners. Learners are encouraged to use the workbook along with the CD-ROM.

Literacy tutor's guide: reading for meaning and the writing experience. Edmonton, AB: Centre for Family Literacy, 2006.

Based on the Centre for Family Literacy's training for tutors, this guide is divided into two sections. Adult Tutoring: Reading for Meaning explores the reading process and gives helpful strategies for beginning readers. Adult Tutoring: The Writing Experience describes the writing process and strategies for teaching writing. This practical guide would be valuable for tutors working with adult learners.

Maththatmatters: a teacher resource linking math and social justice. By David Stocker. Ottawa, ON : CCPA Education Project, 2007.

In Maththatmatters, David Stocker has crafted 50 thoughtful and accessible lesson plans designed for grades 6-9. The lessons were piloted in a class of 13 and 14 year olds. The two objectives are: 1) To offer math activities that can be used to teach and reinforce the math skills that teachers are required to have their students learn. 2) To provide content that captures and increases student interest in justice, fairness and kindness, replacing purposeless content that furthers no student's ability to engage with their social reality.
Download the teacher resource at the Canadian Centre for Policy Alternatives
http://policyalternatives.ca/Reports/2007/07/MathThatMatters/index.cfm

"Now I get it!": report on the National Youth Literacy Demonstration Project. By Heide Sprick Wrigley and James Powrie. Vancouver, BC : Literacy BC, 2006. Also available full-text at http://www.youthliteracy.ca/nf_html_images/overview.html.

The National Youth Literacy Demonstration Project operated a demonstration school in Surrey, BC for three years. Results from that study provide a model of promising practices for programs serving at-risk youth who struggle with literacy. This report describes the project's approach to learning and research, outlines results, and explains the challenges faced by researchers, practitioners and students. This report is intended principally for the use of practitioners and administrators seeking to understand and implement effective ways to engage young people in literacy development, promote social and emotional growth, and increase academic achievement.

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Learning Disabilities

Dyslexia, the self and higher education : learning life histories of students identified as dyslexic. By David Pollak. Stoke on Trent : Trentham Books, 2005.

This book examines the relationship between dyslexia and identity through qualitative research with students at four universities. It offers unique insights into the views of the students themselves about their experience of dyslexia and education. In the candid interviews, by turns moving, blunt and amusing, the student reveal the socio-emotional effects of dyslexia and its effects on their learning.

Conscious competence: a skills training program for mentoring persons with learning disabilities. By Carter Hammett. Toronto: Alder, 2005.

This guide provides a blue-print for organizations in all sectors who might be interested in setting up a mentoring program for persons with learning disabilities.

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Statistics

Geographical distribution of adult literacy skills in Canada [CD-ROM]. Produced by: Human Resources and Social Development Canada. Canada; Government of Canada, 2007.

This CD-ROM disc contains a report describing the generation of simulated data and how this information is used to create a map on the outcomes of adult literacy skills for each province and territory, a check on literacy performance of the working population, its implications and findings from the IALSS 2003 for each province and territory, and interactive maps of adult literacy skills for each province and territory and Canada's three largest cities.

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Workplace Literacy

See also Conscious Competence under Learning Disabilities (above).

ESI: Essential skills investigation [DVD]. By Essential Skills Guiding Team of the BC/Yukon AHRDA Region. BC/Yukon : Sto:lo Nation human resources development, 2007.

"ESI Agents are on a mission: To solve this deadly puzzle. What really happened to popular local Vancouver sports-caster, William Flynn? Why did dinner lead to disaster? A contemporary story that reveals the investigatory skills required to be part of this hard driven team; searching tirelessly for answers that keep us safe. Essential Skills help people to carry out different tasks, give them a starting point for learning other skills, and help them adjust to change. Join in with the investigators as they explore the nine Essential Skills: Reading Text, Document Use, Numeracy, Writing, Oral Communication, Working with Others, Thinking Skills, Computer Use and Continuous Learning to determining the guilty party!"

Measures of success: assessment and accountability in adult basic education [Book]. Measures of success: diagnostic assessment [DVD]. Measures of success: performance assessment [DVD]. Edited by Pat Campbell. Edmonton, Grass Roots Press, 2007.

In Measures of Success, 13 known and respected practitioners and researchers explore the theory and practice of assessment and accountability. In Part 1, the authors describe standardized, diagnostic, competency-based, and performance-based assessment tools. In Part 2, the authors provide insight into the assessment and accountability systems in Canada, the United States, Scotland, England, Wales, and Australia. Part 3 provides a set of seven key principles to guide effective accountability systems. The accompanying DVDS are an ideal training tool for workshops and in-services. The diagnostic assessment DVD demonstrates how to administer and interpret a diagnostic assessment. (Running time: 25 minutes.) The performance assessment DVD demonstrates an interview, portfolios, building a rubric, and demonstrations. (Running time: 27:30 minutes).

Working together, moving ahead [VHS]. By Hospital Employees' Union and Capilano College. Healthcare Workplace Basic Education.

This video documents the experience of the BEST (Basic Education and Skills Training) program that ran from 1999-2002 at two hospitals in the Vancouver area of British Columbia. This workplace education program was designed to help workers improve their education, language skills, and career goals. The video contains footage of interviews with labour activists, BEST program coordinators, tutors and learners from BEST programs, as well as managers and hospital administrators.

Workplace Literacy Workbase Resources from New Zealand:

Workplace literacy: a programme manager's guide. By Workbase: The New Zealand Centre for Workforce Literacy Development. [1 book and CD ROM] Also available full-text at http://www.workbase.org.nz/Article.aspx?ESID=492&ID=0.

Designed for managers in tertiary education who are interested in providing literacy or foundation learning programmes in the workplace. Also relevant for managers interested in other types of workplace programmes. Address delivery up to level 3 on the National Qualifications Framework.

Everybody's business: implementing literacy, English language and numeracy training in the workplace: a guide for employers. Also available online at http://www.workbase.org.nz/Article.aspx?ESID=593&ID=0.

A report outlining how low literacy can show up in your workplace, the business benefits of better workforce literacy, benchmarking for success, setting up a programme, getting started in small business, hints for effective workplace communication, literacy training and industry qualifications, making it work for Maoir, new workplace literacies.

A tutor's guide - Developing a learner's calculator skills - part 1 - basic operations and part 2 - more advanced operations. Also available online at http://www.workbase.org.nz/Article.aspx?ESID=593&ID=0.

"The purpose of this guide is to develop a learner's skills in using a calculator as one method of developing numeracy skills. It is intended that a learner will work through the guide with a tutor who can answer any questions the learner might have and offer guidance and support.".

A tutor's guide - Assisting learners solve written numeracy problems. Also available full-text at http://www.workbase.org.nz/Article.aspx?ESID=593&ID=0.

"This guide describes Newman's error analysis process which was developed by an Australian language educator, Anne Newman, in the mid-1970s. Newman's process identifies the sequence of steps involved in solving written mathematical problems. The sequence forms a hierarchy, so if your learner cannot do one step, they are not able to go onto the next steps. " "Newman's error analysis process involves interviewing learners, using a series of questions that probe for the exact error that your learner is making. Newman's process also emphasises the importance of language in mathematics and provides an excellent opportunity for you and your learner to get together on a one-to-one basis."

A tutor's guide - Literacy terms and definitions. Also available full-text at http://www.workbase.org.nz/Article.aspx?ESID=593&ID=0.

"This resource is the first attempt in New Zealand to create a common understanding of literacy terms. It represents a starting point in establishing the meanings and usages of these terms. It also supports discussion and debate to develop and expand 'literacy vocabulary'. The resource brings together literacy terms and definitions related to English-language literacy teaching. These include common language terms (such as full stops and capital letters) and more complex language terms (such as connectives and morphemes) as well as specific words that are widely used in the literacy sector (such as integrated literacy and context)."

A tutor's guide - Setting literacy goals and recording progress. Also available full-text at http://www.workbase.org.nz/Article.aspx?ESID=593&ID=0.

"This guide sets out a process for tutors and learners working together to: -set literacy goals -unpack those goals into realistic steps -identify appropriate strategies and resources for each of those steps -discuss and record progress -report to other stakeholders. This guide is designed to help tutors -develop procedures and recording systems in their own organisations -evaluate and revise their current systems and procedures -improve the effectiveness of their current practice. This guide places the learner at the centre of the learning process. It demonstrates how assessment, teaching plans and learning materials can all contribute to a quality learning experience for the individual learner."

A tutor's guide - initial assessment. Also available full-text at http://www.workbase.org.nz/Article.aspx?ESID=593&ID=0.

"This guide provides a method for developing, implementing and analysing an initial assessment process. It is based on practice developed by Workbase and supported by theoretical perspectives in the adult literacy sector in New Zealand and overseas. This guide has been written to provide tutors with a starting point to develop their understanding and to begin their own journeys into developing and using initial assessment processes."

A guide to placing learners on work experience. Also available full-text at http://www.workbase.org.nz/Article.aspx?ESID=593&ID=0.

"This guide provides tertiary education organisations and their staff, working in the foundation learning sector, with a framework for work experience placements. This guide defines work experience and provides a rationale for organisations and their staff to use this framework, which incorporates a systemic approach. This guide includes a specific work experience policy and a series of nine procedures that are the critical components of a whole-of-organisation approach to work experience placement. These procedures ensure consistency and coherence in placing learners on work experience. They contain suggestions about good practice gleaned from overseas research but located in the New Zealand context."

A guide to integrating literacy into other courses. Also available full-text at http://www.workbase.org.nz/Article.aspx?ESID=593&ID=0.

"This guide provides tertiary education organisations and their staff with a framework for integrating literacy into their training or education courses. This framework consists of a policy and related procedures which are the critical components of a whole-of-organisation approach to integrated literacy. These ensure component consistency, coherence and learners' entitlement to literacy development alongside other training or education courses."

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