[AAACE-NLA] AAACE-NLA Digest, Vol 67, Issue 2
Sally Bishop
s.bishop at aggiemail.usu.edu
Tue Dec 2 12:29:00 EST 2008
Defining the ESL adult population who do not read or write in any language
is challenging and needs to be addressed in a way that is clear to
educators, administrators and especially to funding agencies. Recent
research suggests that there is confusion on how to describe this
population.
S. Bishop
On Tue, Dec 2, 2008 at 6:27 AM, <aaace-nla-request at lists.literacytent.org>wrote:
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> Today's Topics:
>
> 1. Registration for 44th Annual PAACE Midwinter Conference on
> Adult Education (Kocher, Eileen)
> 2. What's in a name? (Schneider, Jim)
> 3. Re: What's in a name-"AELS" (tsticht at znet.com)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Mon, 1 Dec 2008 13:06:36 -0500
> From: "Kocher, Eileen" <ekocher at state.pa.us>
> Subject: [AAACE-NLA] Registration for 44th Annual PAACE Midwinter
> Conference on Adult Education
> To: "'AAACE-NLA at lists.literacytent.org'"
> <AAACE-NLA at lists.literacytent.org>
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> Greetings,
> The 44th Annual PAACE Midwinter Conference on Adult Education, the largest
> gathering of adult educators in Pennsylvania, will be held at the Hershey
> Lodge, February 11-13, 2009. Adult educators and those from related areas
> will convene for the premier professional development and networking
> opportunity for all aspects of adult education in Pennsylvania.
> The theme, "PAACE Yourself: Keeping Up with Adult Education," will provide
> a focal point for exploring educational opportunities for all types of adult
> students, more efficient delivery systems, transition to postsecondary
> education and training, new research, professional development, workforce
> development, public policy supporting adult education, and the great strides
> within our field. The 2009 PAACE Midwinter Conference will offer a rich
> context for adult education topics and issues. If you are a teacher or tutor
> of adults, program administrator, postsecondary educator, community
> collaborator, workforce development partner, trainer, publisher, or
> researcher-or you're simply interested, you will not want to miss this
> conference.
> Keynote speaker will be Dr. Ian Baptiste who is an Associate Professor of
> Education and Professor-in-Charge of the Adult Education program at the
> Pennsylvania State University. As our 2009 keynote speaker, Dr. Baptiste
> will explore the role community partners can play in defining, developing,
> and assisting residents in applying literacy in their daily lives. Honorary
> conference chair is the Annie E. Casey Foundation. The primary mission of
> the Annie E. Casey Foundation is to foster public policies, human-service
> reforms, and community supports that more effectively meet the needs of
> today's vulnerable children and families. Special invited guests include
> Jackie Taylor who is the advocacy co-chair for the Tennessee Association of
> Adult and Community Education and runs Tennessee's federal level advocacy
> network and Katherine Ayres, author of Up, Down, and Around, the 2008
> selection for the third annual Pennsylvania One Book, Every Young Child
> program. She'll be signing books at the Marketplace Grand Opening and
> presenting a session, "Playing with Words: Writing is the Other Side of
> Literacy".
> Fun and networking are on the agenda, too: the Marketplace Grand Opening,
> PDC reception, and PAACE Night, encompassing the Thursday evening reception,
> banquet, and after-dinner entertainment, where we'll be celebrating in grand
> style.
> Registration opens December 1. The fee for PAACE members who register by
> December 31 is only $125, including 8 Act 48 hours. To qualify for the
> member discount, your membership needs to be in effect during the conference
> registration.
> Look for session descriptions, awards information, conference registration,
> and a link to hotel reservations at www.paacesite.org<
> http://www.paacesite.org/>. Please spread the word.
> See you in Hershey!
> Diane C. Inverso
> First Vice-President and Midwinter Conference Chair
> Pennsylvania Association for Adult Continuing Education (PAACE)
> www.paacesite.org<
> https://webmail.library.phila.gov/exchweb/bin/redir.asp?URL=http://www.paacesite.org/
> >
>
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> Message: 2
> Date: Mon, 1 Dec 2008 15:33:25 -0600
> From: "Schneider, Jim" <jschneider at eicc.edu>
> Subject: [AAACE-NLA] What's in a name?
> To: <aaace-nla at lists.literacytent.org>
> Message-ID:
> <208D21E3AC92D449A31336961A46FB870D497D7D at eiccd-exch1.eiccd.net>
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>
> I've never used AELS in my 15 years here in Iowa.
>
> For years we referred to ABE as an umbrella for all activities...
>
> Then in an effort to be more inclusive we would say ABE, GED, & ESL.
>
> There will always be some confusion for a variety of reasons.
>
> I personally like Adult Literacy Education - it is all emcompassing from
> literacy through ESL, ABE, GED - and would include ALL the skills that
> an adult needs to succeed in today's society - the three R's, soft
> skills, computer, health, etc.
>
> Although I'm confident that we will come up with something far more
> complicated...
>
> Jim
>
> Jim Schneider
> Asst. Dean
> Career Assistance Center
> 627 W. Second Street
> Davenport, IA 52801
> Phone 563-326-5319
> Fax 563-326-6039
>
> How far you go in your life depends on your being
> tender with the young, compassionate with the
> aged, sympathetic with the striving, and tolerant of
> the weak and strong. Because someday in your life
> you will have been all of these.
> -- George Washington Carver
>
> -----Original Message-----
> From: aaace-nla-bounces at lists.literacytent.org
> [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of
> aaace-nla-request at lists.literacytent.org
> Sent: Sunday, November 30, 2008 11:00 AM
> To: aaace-nla at lists.literacytent.org
> Subject: AAACE-NLA Digest, Vol 66, Issue 20
>
> Send AAACE-NLA mailing list submissions to
> aaace-nla at lists.literacytent.org
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> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of AAACE-NLA digest..."
>
>
> Today's Topics:
>
> 1. What's in a name - "AELS" (Jackie A. Taylor)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Sat, 29 Nov 2008 08:24:02 -0600
> From: "Jackie A. Taylor" <jackie at jataylor.net>
> Subject: [AAACE-NLA] What's in a name - "AELS"
> To: <aaace-nla at lists.literacytent.org>
> Message-ID: <662B8FD89D9FDC49BD319600D3FD9C8901DDD2 at neo.ccs-group.net>
> Content-Type: text/plain; charset="us-ascii"
>
> Hi Everyone,
>
> I am wondering about the name - the Adult Education and Literacy System
> (AELS) - which many in our field use to refer to adult education/adult
> literacy programs funded wholly or in part by the Workforce Investment
> Act Title II (Adult Education and Family Literacy Act - AEFLA).
>
>
>
> I wonder if the name "AELS" could be confused by others outside of our
> field to mean literacy across the lifespan. I wonder if this confusion
> then contributes to things like the NIFL expanding its focus to literacy
> across the lifespan.
>
>
>
> If the name "Adult Education and Literacy System" is indeed confused
> with "literacy across the lifespan," then what name do you recommend
> using when we talk about the programs authorized under AEFLA?
>
>
>
> For ex:
>
>
>
> The adult education and adult literacy system?
>
>
>
> The adult education and family literacy system?
>
>
>
> Something else?
>
>
>
> Thanks for your thoughts,
>
>
>
> Jackie Taylor
>
> jackie at jataylor.net
>
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> Message: 3
> Date: Mon, 01 Dec 2008 16:10:15 -0800
> From: tsticht at znet.com
> Subject: Re: [AAACE-NLA] What's in a name-"AELS"
> To: aaace-nla at lists.literacytent.org
> Message-ID: <1228176615.49347ce7bc57e at webmail.znet.net>
> Content-Type: text/plain; charset=ISO-8859-1
>
> Jim: You raise one of the issues that was never resolved in the NLA list
> earlier discussion on names for adult literacy education, to use your term.
> This issue was just what was it that we as a field need to be advocating
> for. Are looking to ?stamp out illiteracy? as some earlier advocacy efforts
> put it? Or should we be advocating for an adult literacy education SYSTEM?
> I took the position that we already had developed a national adult
> education system in the Adult Education Act of 1966 and this system was a
> partnership between the federal and state governments. But the ?field? of
> adult had never agreed upon a name for this system and furthermore, for
> many people working in the system itself there was no recognition of this
> national adult education system. As I mentioned earlier, I took the name
> the Adult Education and Literacy System from the name of the Division of
> Adult Education and Literacy. Like you mentioned about Iowa, the ??and
> Literacy? part was the result of trying to show that the Adult Education
> Act as changed into the National Literacy Act and then into the WIA title 2
> act was striving for inclusion because some CBOs thought they were being
> left out and they were they ones mostly serving the least literate or so it
> was argued by some.
>
> So here we are again. What are we advocating for? Adult literacy as a
> charitable activity which anyone can get into and do his or her own thing
> in terms of educational services? Or are we advocating for the
> federal/state partnership of WIA Title 2 which is a true system with
> programs operating under some common standards and accountability? Are we
> looking for a name for the Adult Education and Literacy System of the
> United States (my default name) or for a name for our somewhat loosely
> defined ?field?? It was the impasse due to these types of concerns that
> lead me to simply coin my own name for the national Adult Education and
> Literacy System (AELS) (note that this is the name of the SYSTEM not the
> field).
>
> If anyone is interested, you can read more about the AELS as a SYSTEM in
> the
> online syllabus of reports below.
>
> Tom Sticht
>
> Adult Education and Literacy in the United States: A Syllabus and Resources
> for an Online Course of Self-Study
>
> Tom Sticht
> International Consultant in Adult Education
>
> Each year many people start work in adult education and literacy
> development
> without much background in the field. Others who have worked in the field
> for a while may wish to deepen their knowledge of the field. To give people
> a chance to learn more about the field and its history, policies, practices
> and issues that it deals with I have developed this syllabus for
> self-study. It provides guidance to 12 reports of mine which are available
> for free downloading online. Reading one report a week will provide a one
> semester, 12 week course of self-study. Except for number 1.1, these
> resources are located online at www.nald.ca at the Library pages for the
> site.
>
> Syllabus and Resources
>
> Part 1: History of and Perspective on the Adult Education and Literacy
> System (AELS) of the United States
>
> 1.1. The Rise of the Adult Education and Literacy System in the United
> States: 1600-2000.A 400 year history of activities leading to the Adult
> Education Act of 1966 and the emergence of the present day AELS with
> organizations and individuals involved in this rise.
> http://www.ncsall.net/?id=576
>
> 1.2. Beyond 2000: Future Directions for Adult Education. Looks at social,
> demographic, scientific, economic, and technology trends with implications
> for the AELS; examines government and legislative trends with implications
> for the future of the AELS. http://www.nald.ca/fulltext/beyond/Beyond.PDF
>
> 1.3. The Adult Education and Literacy System (AELS) in the United States:
> Moving From the Margins to the Mainstream of Education. Includes the
> growing value of the Adult Education and Literacy System (AELS) in the new
> millennium; value of AELS for improving adults' and children's health,
> learning and schooling; need for mainstreaming the AELS in U.S. education;
> strengthening the AELS.
> http://www.nald.ca/fulltext/sticht/AELSinUS/inUS.PDF
>
> Part 2: Testing, Assessment, and Accountability in the AELS
>
> 2.1. Adult Literacy in the United States: a Compendium of Quantitative Data
> With Interpretive Comments. Presents a developmental theory of literacy and
> history of and items from standardized tests in the U.S. including military
> tests from World War I to 1990s and all mass literacy tests for adults from
> 1930s to the National Adult Literacy Survey (NALS) of 1993, which is
> similar
> to the NAAL of 2003. Presents data on relationships of parents? education
> to
> the literacy of their children; relationships of adult literacy to
> occupations; and samples of pre- and post-test gains for over 30 programs,
> including longitudinal growth curves for some programs.
> http://www.nald.ca/fulltext/adlitUS/adlitus.pdf
>
> 2.2. Testing and Accountability in Adult Literacy Education: Focus on
> Workplace Literacy Resources for Program Design, Assessment, Testing, &
> Evaluation. Provides knowledge resources for designing, delivering and
> evaluating workplace literacy programs; discusses testing and
> accountability in adult literacy programs in the Workforce Education Act of
> 1998 still in effect as of 2007; determining how many adults are lacking in
> workforce literacy: the national and international adult literacy surveys.
> http://www.nald.ca/library/research/sticht/testing/testing.pdf
>
> Part 3: Curriculum Theory With Case Studies Illustrating Applications to
> Adult Education and Literacy Programs
>
> 3.1. Functional Context Education: Making Learning Relevant (1997 edition).
> Eight chapters including The Power of Adult Literacy Education, Some
> Challenges of Diversity for Adult Literacy Education, Views On Contemporary
> Cognitive Science, Introduction to Functional Context Education, Functional
> Context Education and Literacy Instruction, and four case studies in
> applying Functional Context Education to the design of programs that
> integrate (or embed, contextualize) basic skills and vocational or
> parenting education (workplace literacy, family literacy).
> http://www.nald.ca/library/research/context/context.pdf
>
> 3.2. Functional Context Education: Making Learning Relevant in the 21st
> Century (2005 edition). Functional Context Education (FCE) materials
> available online in several nations, the Adult Literacy and Life Skills
> (ALL) survey, National Adult Assessment of Literacy (NAAL) survey, FCE in
> historical perspective, (1860-Present) including Paulo Freire and Learner
> Centered, Participatory Literacy Education. Methodologies used in adult
> literacy research for determining what is relevant to youth and adult
> learners; five case studies illustrating the application of FCE in
> parenting, vocational training, and health literacy.
> http://www.nald.ca/library/research/fce/FCE.pdf
>
> Part 4: Listening and Reading Theory and Practice With Adult Learners
>
> 4.1. Auding and Reading: a Developmental Model. This is the first book
> applying modern cognitive science to oracy (listening to and speaking
> language) and its transfer to literacy development with children and
> adults. It presents an early version of Gough's "simple model of reading"
> stating that Reading = Decoding + Comprehension (measured by listening). It
> provides an extensive review of research on language development,
> relationships of listening to reading, and the evaluation of four
> hypotheses derived from the simple model presented in the book.
> http://www.nald.ca/library/research/sticht/aar/aar.pdf
>
> 4.2. Teaching Reading With Adults. This paper discusses literacy as the
> mastery of graphics technology. It shows how the basic elements of the
> graphic medium - its relative permanence, its ability to be arrayed in
> space, and its use of the properties of light - work together to permit
> literates to generate (write) and access (read) massive collections of
> knowledge; to analyze and synthesize discrete information into coherent
> bodies of knowledge, and to perform complex procedures with accuracy and
> efficiency. http://www.nald.ca/library/research/sticht/jan02/teach.pdf
>
> 4.3. Seven Pioneering Adult Literacy Educators in the History of Teaching
> Reading With Adults in the United States. Throughout the 20th century both
> Synthetic and Analytic methods of teaching reading were favored by
> different adult literacy educators. Favoring the Synthetic or "code"
> methods are Harriet A. Jacobs, J. Duncan Spaeth and Frank Laubach. Favoring
> the Analytic or "meaning making " methods are Cora Wilson Stewart, Paul
> Witty, Francis P. Robinson, and Septima Poinsette Clark. This paper
> discusses teaching innovations introduced by each of these pioneers in
> adult literacy education.
> http://www.nald.ca/library/research/sticht/feb05/seven.pdf
>
> Part 5: Policy Papers
>
> 5.1. Toward a Multiple Life Cycles Education Policy: Investing in the
> Education of Adults to Improve the Educability of Children. This paper
> argues for education policy that recognizes that literacy is transferred
> across generations from parents to their children. Therefore, we need to
> have a much larger investment in the education of youth and adults who are
> parents or who will be parents. Adult literacy education affects multiple
> life cycles. An extensive review is presented of research on early
> childhood education, relationships of parent's education to children's
> literacy, parenting and preschool effectiveness, and other issues.
> http://www.nald.ca/library/research/sticht/06dec/06dec.
>
> 5.2 Reforming Adult Literacy Education: Transforming Local Programs Into
> National Systems in Canada, the United Kingdom & the United States.
> Activities are underway in these three nations for transforming adult
> literacy education from a variety of disparate programs into organized
> systems of education for adults. Activities include:1. Scale of Need:
> determining how many adults are in need of adult basic skills education. 2.
> Access to Provision: determining how many adults are aware of, have access
> to and enroll in adult literacy education provision.3. Nature of Provision:
> determining the nature of the delivery system of adult literacy
> provision.4.
> Quality of Provision: determining the need for improved quality.5.
> Accountability of Provision: improving methods for determining student
> learning and other outcomes.
> http://www.nald.ca/library/research/sticht/reformin/cover.htm
>
>
>
>
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