[AAACE-NLA] FW: Recruiting low-literate adults
David J. Rosen
DJRosen at theworld.com
Thu Nov 9 07:24:26 EST 2006
Debbie and others,
Your research is very interesting, Debbie, and your explanation for the
differences in these groups and why the non-working poor, with the
lowest level might not be as concerned about privacy, makes sense, and
is something new for me to think about .
Have programs other programs done research, that is, have surveyed their
students or the community or in some other way systematically collected
data on the differences in needs of the three groups (working and
self-sufficent, working poor, and unemployed) and in particular what
would attract each group to enroll in an adult literacy program?
David Collings wrote:
>The following message is from Debbie Yoho (dwyoho at earthlink.net).
>
>David C.
>
>-----Original Message-----
>
>Subject: Re: [AAACE-NLA] Recruiting low-literate adults
>
>David Rosen asks:
>
>"...I wonder if anyone has examples of those differences among unemployed,
>working poor and self-sufficient groups of low-literate adults -- from your
>experience recruiting low-literate adults or from research..."
>
>Some time ago we conducted our own in-house research on the matter of
>self-esteem, administering a questionnaire at intake. Among other things,
>we found that the learners whom we thought would have the lowest
>self-esteem--those at the lowest reading and income levels---actually
>demonstrated slightly higher self-esteem than those at the intermediate
>level, who, by the way, were mostly employed. Informally talking with
>learners in both groups, we concluded that the unemployed, lowest level
>learners felt less stigma in their residential communities than the stigma
>felt by those in a work environment. The intermediate, employed learners
>also expressed a lot of "sadness" about "what they had missed" all their
>lives. The other group seemed less conscious of the impact of low literacy
>on their circumstances. I should mention that most of the low-level,
>unemployed learners lived in public housing. I would also hypothesize that
>the employed learners felt more "at risk" of their reading deficiencies
>being discovered "any minute", and they were undisputedly more sensitive
>about confidentiality.
>
>We took action, by the way, based on this information. We started taking
>advantage of invitations often extended to our organization to have a booth
>or table at "community fairs" and block parties in public housing and low
>income neighborhoods, literally hanging up our shingle on the street. We
>also gave away free children's books, by the way, to attract people. We
>were surprised how many individuals walked right up to the table and asked
>if we could help them with reading or to get a GED. And the learners
>already with us who lived in the neighborhoods staffed the tables for us,
>not in the least concerned that their neighbors would find out they were
>enrolled in our programs.
>
>Long ago, we discovered that the "best salesman is a satisfied customer".
>Hands down, most of our learners tell us "a friend" where we ask them how
>they found out about us.
>
>Deborah W. Yoho
>Director, TURNING PAGES
> a community service of Volunteers of America Carolina and
> a ProLiteracy affiliate
> (formerly the Greater Columbia Literacy Council)
>803-765-2555
>yohogclc at earthlink.net
>2728 Devine Street Columbia, SC 29205
>
>
>
>
>
>>[Original Message]
>>From: David Rosen <DJRosen at theworld.com>
>>To: National Literacy Advocacy List sponsored by AAACE
>>
>>
><aaace-nla at lists.literacytent.org>
>
>
>>Date: 11/8/2006 12:10:42 AM
>>Subject: Re: [AAACE-NLA] Recruiting low-literate adults
>>
>>Hello Barbara, Tom and others,
>>
>>Barbara, when they are available, the results of this survey would be
>>very interesting to me, and no doubt to others on this list. I wonder
>>if you could tell me who conducted the surveys, and how they were
>>conducted. For example, were the surveyors themselves adult learners?
>>Were the surveys explicitly and only about the need for adult
>>literacy/ESOL, or was this one of several education, training and or
>>other issues?
>>
>>Within the population of low-literate adults, some are unemployed,
>>some are working poor, and some are working and making a good living.
>>I wonder if the recruitment (and service) strategies need to be
>>different for the three groups, if some of the Situational,
>>Dispositional and Institutional barriers -- thanks to Tom Sticht for
>>reminding us of the Cross (1981) research -- may be different for each
>>group.
>>
>>I wonder if anyone has examples of those differences among unemployed,
>>working poor and self-sufficient groups of low-literate adults --
>>from your experience recruiting low-literate adults or from research.
>>And since we are discussing this on the AAACE-NLA list, does anyone
>>have suggestions about program or government policies which need to be
>>changed to make it easier for low-literate adults to enroll in
>>programs?
>>
>>David J. Rosen
>>Adult Literacy Advocate
>>DJRosen at theworld.org
>>
>>
>>
>>
>>On Nov 6, 2006, at 11:33 AM, Barbara Arguedas wrote:
>>
>>
>>
>>>I agree with all of the reasons listed. Our volunteer literacy
>>>program, Literacy Volunteers of Santa Fe (LVSF), is affiliated with
>>>our ABE program. Though we refer low literate students to LVSF,
>>>there are still very few total students. We know they are out there
>>>and your suggestions are excellent.
>>>
>>>Recently, we engaged in a project with the civic housing authority
>>>in which two surveyors went door-to-door to ask about the issues
>>>that kept adults from finding work that pays a living wage.
>>>Integrated into the survey were questions about their level of
>>>education and the goal was to determine the need for literacy level
>>>instruction. We also held one basic literacy class in the
>>>neighborhood as a result of the project. The door-to-door method is
>>>critical to learning more about these hidden populations. The
>>>surveys were conducted in low-income, mostly public housing,
>>>neighborhoods. The results of these surveys are still being
>>>tallied, so I don't have the specific outcomes as yet. We are
>>>holding a forum to share the results of this project with city
>>>officials, business leaders, and other community members so that
>>>more funding can be secured to hold literacy level instruction right
>>>in the neighborhoods.
>>>
>>>Thank you for raising this issue. It is definitely one that we are
>>>challenged by.
>>>
>>>Barbara Arguedas
>>>Director of Adult Basic Education
>>>Santa Fe Community College
>>>Santa Fe, New Mexico
>>>
>>>-----Original Message-----
>>>From: aaace-nla-bounces at lists.literacytent.org
>>>[mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of David
>>>Rosen
>>>Sent: Sunday, November 05, 2006 3:15 AM
>>>To: National Literacy Advocacy List sponsored by AAACE
>>>Subject: Re: [AAACE-NLA] Recruiting low-literate adults
>>>
>>>Janet and others,
>>>
>>>The person who asked me this question was only interested in the
>>>problem of attracting native speakers of English, in a country where
>>>the first language is English. This is difficult for many reasons,
>>>some of which are listed below. I hope others will add to this list
>>>of reasons from their experience or research.
>>>
>>>=========================================================
>>>Reasons why it is difficult to attract low-literate adults to adult
>>>literacy programs
>>>
>>>1. Previous experiences in school -- and sometimes also in adult
>>>education programs -- which are painful and/or futile 2. Not wanting
>>>to take the chance that anyone -- employer, co- workers, friends,
>>>neighbors, or family members -- will know they have great difficulty
>>>reading and writing 3. Not knowing what programs are available in
>>>their community, what they offer, and if they are effective 4. Not
>>>wanting to go to a program in a school building or other place which
>>>is identified as school-related (the privacy issue, the reminder of
>>>past shame or frustration in school) 5. Not believing that it is
>>>possible for them to learn to read and write 6. Not having family
>>>support needed to take the risk of enrolling, then to persist
>>>(indeed, in some cases having a powerful family member who
>>>discourages them from participating in any education)
>>>===========================================================
>>>
>>>Some of your suggestions, Janet, reminded me that some of the
>>>solutions to attracting low-literate adults might include:
>>>
>>>1. Literacy programs located in or designed to serve people in
>>>women's shelters, substance abuse halfway houses, or community re-
>>>entry programs for ex-offenders.
>>>
>>>2. The importance, sometimes, of matching a learner and (one-on-one)
>>>tutor by gender, cultural, color, religious faith and/or class
>>>background. Sometimes these are important in helping learners to
>>>have trust in their tutor. Of course, having a teacher who is well-
>>>trained in teaching adults to read and write, and in addressing
>>>specific reading disabilities as well, is also essential.
>>>
>>>I know there are people on this list who have wrestled with how to
>>>attract and enroll low-literate adults in adult literacy programs.
>>>You teach in or manage programs whose primary purpose is serving
>>>low- literate adults. Maybe you have some answers, not all of them.
>>>Maybe you know what does not work and should be avoided. And since
>>>this is the public policy list, maybe you also have some thoughts
>>>about how changes is local, state or national policy might make this
>>>task easier.
>>>
>>>Some of the teachers on this list might be willing to take this
>>>question to their students, or to graduates of their programs -- as
>>>a simple kind of action research project.
>>>
>>>Some of the adult learner leaders on this list might have some good
>>>ideas.
>>>
>>>I would prefer that you post your thoughts to the list so we can all
>>>learn more about this, but if you prefer to email them privately to
>>>me I would still be grateful.
>>>
>>>Finally, Is anyone aware of any research on this question? If so,
>>>could you provide a citation? Thanks.
>>>
>>>David J. Rosen
>>>Adult Literacy Advocate
>>>DJRosen at theworld.com
>>>
>>>On Nov 4, 2006, at 10:17 PM, Janet Isserlis wrote:
>>>
>>>
>>>
>>>>David and all
>>>>
>>>>A timely question. Just back from the two-day LESLLA conference -
>>>>an international conference examining approaches to language and
>>>>literacy education for basic level learners, including learnings
>>>>from practice and research and implications for policy.
>>>>
>>>>The recommendations you mention seem geared towards people wanting
>>>>access to literacy learning in their own first language. I think
>>>>another piece to consider has to do with making literacy and
>>>>language learning available through other venues -- formally and
>>>>informally, e.g. through faith based organizations, health centers,
>>>>women's groups and the like. We need to be working across
>>>>disciplines to make ourselves available to help people doing other
>>>>work (folks in community centers, for example) become more aware of
>>>>the embedded literacy and numeracy practices in everyday life and
>>>>help them either learn to help others on an ongoing basis as well
>>>>as make information about learning centers and literacy programs
>>>>more widely available.
>>>>
>>>>Basic information about LESLLA is on line at http://www.leslla.org
>>>>
>>>>Wonder if others at the LESLLA conference could add to this
>>>>discussion?
>>>>
>>>>Janet Isserlis
>>>>
>>>>
>>>>
>>>>
>>>>>AAACE Colleagues,
>>>>>
>>>>>Someone recently e-mailed me: what do we know from research and
>>>>>professional wisdom about successful ways to attract and enroll
>>>>>low- literate adults in adult literacy programs? I am posting the
>>>>>question here because there is no e-list that I am aware of which
>>>>>is particularly suited to it and, because although I am looking
>>>>>for research and professional wisdom, what I learn may have
>>>>>implications for policy. Do we have experts in this area, people
>>>>>who have studied how to attract and enroll low-literate adults in
>>>>>a variety of contexts, who know what strategies work? If so, who
>>>>>are they?
>>>>>
>>>>>Here's what I have so far. Any additions? Any research you would
>>>>>recommend?
>>>>>
>>>>>1. Assure complete privacy so that no one will know that a learner
>>>>>is enrolled.
>>>>>2. Use "literacy ambassadors," adult learners enrolled in
>>>>>programs, who can meet privately with groups of job seekers,
>>>>>welfare recipients or other groups where there may be a high
>>>>>incidence of adults with low literacy skills, and who can tell
>>>>>them about their own experiences as adults with reading
>>>>>difficulties/disabilities, how enrolling in a program was helpful
>>>>>to them, and how their lives have been changed as a result.
>>>>>3. Provide one-on-one basic literacy tutoring by well-trained
>>>>>tutors with a background in specific reading disabilities.
>>>>>
>>>>>Thanks for your advice.
>>>>>
>>>>>David J. Rosen
>>>>>DJRosen at theworld.com
>>>>>
>>>>>
>>>>>
>>>>>_______________________________________________
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>>>>>http://lists.literacytent.org/mailman/listinfo/aaace-nla
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>>>>>literacy http://literacytent.org
>>>>>
>>>>>
>>>>_______________________________________________
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>>>>http://literacytent.org
>>>>
>>>>
>>>_______________________________________________
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>>>
>>>
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>>
>>
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