NLA Discussion: Welfare Policy

[Audrey Gorman]

I'm concerned about the tendency of some literacy providers to think
that transitioning from one-on-one to small group is going to work for
clients who come to programs as a result of welfare reform.  Or,
generally, that just more of business as usual is going to work.  Can we
prove that our programs result in job-related, effective literacy skills for
most people we now serve?  Do we know how this new group might
differ from the people we've been dealing with?

Food for thought:  
It's possible, even probable, that many people who have been on
welfare are even more wary of reading and being able to learn than the
people we've seen in literacy programs up til now.  Many of them may
have good reason -- without knowing why.  What if even 50% of the
people who need literacy services have learning disabilities or other
conditions or disabilities that render many current methods useless, both
for small group and one-on-one?

What contingency plans do we need to have in place?  How do we
structure learning?  How do we train volunteers to teach?  And what do
we tell policy makers and funders about what we need to help these
people succeed in their quest to earn a living and live a fulfilling life in 
the information age?

Audrey Gorman <agorman at ala.org>