| Author |
Title |
Publishing
Information |
Abstract |
| Barndt,
Deborah, Cristall, Ferne, Marino, Dian |
Getting
there: producing photo-stories with immigrant women |
Between
the Lines, Toronto, 1982 |
"Getting
There" explores learning experiences which will help adults discover
their own values, needs, and skills and how they might fulfill their employment
needs. For adults who are trying to make a transition from welfare to
work or further education, the curriculum combines activities of personal
reflection with research into local job and training opportunities and
practice of job search skills. |
| Gillespie,
M. |
Learning
to Work in a New Land: A Review and Sourcebook for Vocational and Workplace
ESL |
Washington,
DC, Center for Applied Linguistics, 1996 |
This
report provides a detailed overview of vocational and workplace ESL instruction
in the United States. It reviews existing research and practice, presents
program models, details funding strategies, and explains how to set up
a workplace ESL program. It also includes examples of classroom activities
and tools to use in needs assessment, learner assessment, and program
evaluation. (1996) "Gillespie's ability to distill research and present
it clearly is evident in this important new work. Public policy committees
in adult education, workplace education collaboratives, labor-management
coalitions, and labor unions could all benefit from this book." Lenore
Balliro, World Education, Boston |
|
Haddock, S.
Ross, P.
Hofer, J.
|
Together
We Bloom: Women Speaking Out Against Domestic Violence |
Greenfield,
MA, Literacy Project, 1998 |
The
six women featured in this documentary originally met in a GED class.
They formed a women's support group for the explicit purpose of exploring
the issue of domestic violence and later created this video and guide
to encourage others to address the issue of domestic violence responsibly. |
| Leonelli,
E. |
The
ABE Math Standards Project |
Malden,
MA (MassDOE), Massachusetts ABE Math Team, 1994
Call 781-338-3833 for possible copy. |
"Main
funding came as an award from The National Institute for Literacy Grant
Program to Holyoke Community College in collaboration with SABES and The
Massachusetts Department of Education." Vol. 1. The Massachusetts
adult basic education math standards -- Vol. 2. Implementing the Massachusetts
adult basic education math standards: our research stories. |
| Nash,
A. |
Civic
Participation and Community Action Sourceboo: A Resource for Adult Educators |
Boston,
New England Literacy Resource Center, 1999
View excerpts,
order from:
http://hub1.worlded.org/docs/
vera/index.htm
|
One
of the primary purposes, historically, of adult education has been to
prepare people for participation in a democracy. The writers of the Civic
Participation and Community Action Sourcebook believe that today the need
for community action and civic participation is just as great. The sourcebook
deals with many issues around this topic including more direct forms of
participation such as community education, advocacy, and organizing. The
Sourcebook, which was written for adult educators, includes narrative
accounts and skill-building activities that are organized by the following
categories: Finding Connections to Communities and Issues Holding Decision-Makers
Accountable Building Community by Helping Others Expressing Ourselves
and Educating Others, and Organizing for Change. It is a very useful resource
on its own but also has an online component at http://www.nelrc.org/cpcc/index.htm
where you can find related activities developed by teachers on these topics
as well as related web links. |
| Nonesuch,
K. |
Making
Connections: Literacy and EAL Curriculum from a Feminist Perspective |
Toronto,
Canadian Congress for Learning Opportunities for Women (CCLOW), 1996
www.nald.ca/province/bc/lbc
/pub/bulletin/spring98/
page20.htm
|
Making
Connections, a clear and practical guide for addressing issues of women
learners, was created by a diverse group of Canadian women in literacy,
EAL/ESL and women's learning. As the Introduction explains, a feminist
curriculum "does not tell women what tothink, how to live or what
to do, " but instead, makes space for women's experience and invites
learners "to make connections between their lives and the lives of
others, and to think about issues of invisibility and power." These
materials are not for women-only groups. Except for specific topics (e.g.
Choosing Safer Sex), they are meant to be used with mixed groups of women
and men or in one-to-one work. Chapter themes include: Daily Lives, Self
Esteem and Literacy, Cultural Awareness, and Gender Roles. |
| Nunan,
David |
The
Learner-Centred Curriculum |
Cambridge
University Press, Cambridge, England, 1988 |
Traditionally,
curriculum has been thought of as a statment of what SHOULD BE done in
a course of study. This books takes as it's starting point, what IS being
done by language teachers in their classrooms. Mr Nunan puts forth in
the course of this book, a model for a negotiated curriculum which involves
collaboration between teachers and learners. |
| Website |
LiteracyList |
www.alri.org/literacylist.html |
The
Literacy List is a large collection of free Adult Basic Education and
ESL/ESOL Web sites, electronic lists ("listservs"), and other
internet resources for adult basic skills learners and teachers. The resources
have been suggested by adult literacy and ESOL practitioners. Links to:
Websites for Teachers and Students; Free Internet Tools for Teachers and
Students; E-mail, Internet Service Providers, Web space, Web boards, and
Online Survey and Database Websites; Electronic Lists; Lesson Plans; Software
Reviews; Fundraising and Grant Information; Webpage Design Tools; On-line
Training Resources; MOO's; Web-based Virtual Field Trips; and An Eclectic
Collection of Other Good Websites |
| Website |
The
Whole World Was Watching |
www.stg.brown.edu/projects/
1968/ |
This
website is a wonderful example of a project based learning activity which
integrates technology. It's a joint project between South Kingstown High
School and Brown University's Scholarly Technology Group. The resource
contains transcripts, audio recordings, and edited stories of a series
of interviews conducted in the spring of 1998. Members of the Sophomore
Class at SKHS interviewed Rhode Islanders about their recollections of
the year 1968. Their stories, which include references to the Vietnam
War, the struggle for Civil Rights, the Assassinations of Martin Luther
King and Robert Kennedy as well as many more personal memories are a living
history of one of the most tumultuous years in United States history.
The project includes a glossary, timeline, and bibliography of references
for 1968 and the period in which it is embedded. |
| Website |
VALUE
(Voice for Adult Literacy United for Education) |
http://literacynet.org/value/
index.html |
This
is the website for the national group called VALUE, a non-profit organization
whose members consist of adult learners, adult learner organizations,
other individuals who support learner leadership, non-profit adult education
organizations, other kinds of non-profits, and corporations. VALUE’s
mission is to help adult learners become effective leaders in their education
programs. From that experience, learners can then apply their leadership
skills in their communities, workplaces, and families. They encourage
adult learners to have a voice and participate in their programs and communities
through: recruitment of new learners into adult education programs, retention
of learners in programs by providing support so learners don’t drop
out. The website provides information not only about the organization
but also a newsletter, sections on learners as writers and as advocates,
as well as resources for learners and practitioners interested in developing
learner leadership skills. |
| Weinstein,
Gail |
Learners'
Lives as Curriculum: Six Journeys to Immigrant Literacy |
Delta Systems,
McHenry, IL, 1999
For ordering
information:
www.delta-systems.com/
|
This
book outlines a model for creating curricula that are truly based on the
lives of the learners. It explains how to use directed listening to elicit
a learner-generated text, and then how to transform the text into lessons
and eventually thematic units. Teachers who used the method to develop
curricula in this way describe six examples of the process. |
| Wrigley,
H.S. |
"Knowledge
in Action: The Promise of Project-Based Learning" |
Focus on
Basics, December 1998
v2, nD
|
This
article describes the history, process, and strategies involved in doing
project-based learning with adult learners. It discusses the role of the
teacher in project based learning as well as the many benefits and skill
gains on the part of students who take ownership of the project. |
| ZIP |
Got
a great resource to suggest? Does one of our resources cover additional
standards? |
All
additions, suggestions, and queries are welcome! |
Please
contact Carey Reid at creid@worlded.org |
