NLA Discussion: Civics or Civic Participation

[Rgspacone at aol.com]

On Nov 7, Loren asked, "Do people see civics education the same or different 
from EFF's concept of civic particpation or community action as we call it 
here at Literacy South?"  

I know very little about this civics education initiative and the specific 
issues involved, but I would like to respond to this question as it possibly 
relates to how we all can use EFF for teaching and learning. I assume that a 
design for curriculum and instruction depends on the different purposes of 
learners, teachers, programs and states.  As much as possible, projects are 
(and should be) as varied and special as the people involved.  The entire EFF 
system is meant to work within and across all programs, regions, states, and 
educational initiatives; it is tacit not explicit. Therefore, I think the EFF 
framework is extremely useful for conceptualizing all types of adult 
education programs; in this case that Loren cites, I hope people will 
consider using the EFF citizen/community member role map to prepare project 
designs. 

The EFF citizen/community member role map describes what adults in literacy 
programs and in life need to know and be able to do to successfully fulfill 
that particular role.  All three EFF role maps (including the worker and 
parent/family member role maps) are a consensus depiction of adult 
responsibilities and activities. The EFF role maps provide a common 
definition of role requirements that we can use as a blue print or action 
plan for designing curriculum and instruction.  Together, the role maps 
define the scope and content of broad areas of repsonsibility for these three 
critical adult roles. The role maps show how knowledge, skills, and abilities 
are combined in actual practice; they help identify the context and purposes 
for learning; they are sufficiently elaborated so that we can use them to 
help prepare students to perform their roles successfully. They are 
descriptive not prescriptive. 

The EFF system invites community action; it involves students, teachers, and 
community members as partners; it focuses on how skills and knowledge will be 
used for specific purposes in different activities. The EFF framework simply 
makes clear the connections and the divisions between what we teach in 
programs and how adults use what we teach in their daily lives. The EFF role 
maps, common activities, skills, and content standards do not necessarily 
determine the design of a literacy education program; it's the people doing 
the teaching and learning who are ultimately responsible for that. For an 
example of this, see the June 1999, issue of Focus on Basics. In it, Shirley 
Wright describes how the Akinson Learning Center used the EFF 
citizen/community member role map in concert with the EFF skills to focus on 
local community, town government, state government and federal government in 
an adult high school US History class.  

The EFF initiative has a NIFL LINCS listserv for practitoners to discuss 
questions and issues related to the practical applications of the EFF 
framework and standards. To subscribe to the NIFL-4EFF list, send an e-mail 
to: LISTPROC at LITERACY.NIFL.GOV with the following message: subscribe 
NIFL-4EFF firstname lastname or through the NIFL website at: 
http://www.nifl.gov/lincs/discussions/discussions.html

Ronna Spacone
NIFL-4EFF Facilitator
rgspacone at aol.com