Toward Creation of a National Table for Aboriginal Literacy and Essential Skills (NTALES) – Report on Meeting of May 27, 2014; prepared by Ted Norris

Digital Literacy and Problem Solving in Technology Rich Environments – report of a national meeting held by CLLN May 22, 2014; prepared by David J. Rosen, Ed.D

May 2013: Digital Technology Snapshot of the Literacy and Essential Skills Field Summary Report

Digital Technology Resource List

Getting Online: Distance Education Promising Practices for Canadian Literacy Practitioners (The GO Project). This pan-Canadian project researched trends, technologies and promising practices in online learning in Canada during 2007 and 2008. The findings of this research are documented in the report A Research Report on Online Learning for Canadian Literacy Practitioners. This report includes an extensive literature review.
Additionally, a resource guide called Bridging Distance: Promising Practices for Online Learning was written and a series of web-based, self-directed training modules are available on the website.

How Teachers are Using Technology at Home and in Their Classrooms. Pew Internet and American Life Project. A report from a survey of almost 2500 middle school and high school teachers about the challenges and benefits that digital technology has brought them.

Incorporating Digital Technologies in Adult Basic Education (AlphaPlus). This report explores how digital technology is changing what it means to be literate in today’s world. It also explores the impact digital technology has on teaching and learning in ABE programs. There is also a podcast available where the author of the report, Suzanne Smythe, talks about her research.

Digital Discoveries: Guide to Promising Practices in Online Learning for Adult Literacy Learners. This resource provides an extensive overview of promising practices and strategies for digital learning. These strategies were gathered during research with both literacy providers and adult students from all across Ontario. The resource provides practical ideas that instructors and students can use every day. It also overviews popular technologies used for providing online learning (including blogs, social networking, instructional websites and more). Finally, Digital Discoveries includes an extensive annotated list of popular and useful digital instructional resources.

Learning the 21st Century Way: Making Sense of How to Use Social Media for Learning; Sarah Eaton, PhD.

September 2012: CLLN Literacy and Earnings Project
From Poverty to Prosperity: Literacy’s Impact on Canada’s Economic Success
Investing in Upskilling: Gains for Individuals, Employers and Government    Nova Scotia Summary
Learning to Earning: Linking Literacy and Poverty using IALS Data on Earnings

May 2012: Occupational Task Profiles: Canadian Literacy and Essential Skills Workforce – A Pan-Canadian Snapshot:
VIDEO: National Occupational Standards for Literacy professionals
Occupational Task Profiles: A PanCanadian Snapshot of the Canadian Literacy and Essential Skills Workforce: A think paper

Virtual Classroom for Adult Educators (Moodle)


Seven Principles of Adult Learning: These principles show the differences between how children and adults learn. Are you using adult teaching principles in your teaching?

1. Adults must want to learn. They learn effectively only when they have a strong inner motivation to develop a new skill or acquire a particular type of knowledge.
   Helping their children is a strong motivator for learners who are parents. Getting a high school diploma or a good job is another strong motivator for adults.
   
   
2. Adults will learn only what they feel they need to learn. Adults are practical in their approach to learning; they want to know, “How is this going to help me right now?”
   Be practical, be direct.
   
   
3. Adults learn by doing. Children learn by doing, but active participation is more important among adults.
   Adults need to be able to use these skills immediately so that they see their relevance
   
   
4. Adult learning focuses on problems and the problems must be realistic. Children learn skills sequentially. Adults start with a problem and then work to find a solution.
   Begin by identifying what the learner can do, what the learner wants to do and then address the gaps and develop practical activities to teach specific skills
   
   
5. Experience affects adult learning. Adults have more experience than children. This can be an asset and a liability.
   Use the learners’ experience (negative or positive) to build a positive future by making sure that negative experiences are not part of their experience in your program.
   
   
6. Adults learn best in an informal situation Children have to follow a curriculum. Often, adults learn only what they feel they need to know.
   Involve adults in the learning process. Let them discuss issues and decide on possible solutions. Make the environment relaxed, informal and inviting.
   
   
7. Adults want guidance. Adults want information that will help them improve their situation or that of their children. They do not want to be told what to do. They want to choose options based on their individual needs.
   Present options, not instructions.
   
   

Blog: SARN.ca   Saskatchewan Action Research Network

March 2012: CLLN Position Paper on the Mowat Centre’s recommendations on EI reform

January 16, 2013: Labour Market Transfers and the Implications for Literacy and Essential Skills Labour Market Transfers

March 21, 2013: Brigid Hayes: a briefing note on what the budget 2013 states about the Labour Market Agreements

February 10, 2014: Brigid Hayes on Budget 2014 - Items of Interest to the Literacy and Essential Skills Field

CLLN’s Labour Market Study of Literacy and Essential Skills Workers: Summary

Literacy Professional’s Website