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Each issue of Literacy Links features some of the materials available for loan from the Adult Literacy Clearinghouse. Borrowers must be affiliated with a program providing adult education services. Availability of these resources depends on Clearinghouse supplies. Annotated bibliographies of the literacy resources are available upon request. Call the Clearinghouse at (800) 441-7323 or (979) 845-6615 to request materials or bibliographies.
Building Communities for Learning: A Community-Based Planning Project: Strategies for Community-Based Planning. Sherow, Shiela (1998). Too often adult learner services are characterized by fragmentation and isolation and fail to meet the multiple and changing needs of clients. In order to equip clients with the skills needed to become self-sufficient, adult literacy stakeholders must collaborate to develop comprehensive and coordinated local delivery systems of services. This manual of proven collaboration strategies is the result of a statewide community-based planning project, developed and piloted during the late 1990's in Pennsylvania. (374.29 She)
Collaborative Program Planning: Principles, Practices, and Strategies. Donaldson, Joe F. and Kozoll, Charles E. (1999). This book is intended primarily for adult and continuing educators who develop collaborative programs for adults in not-for-profit settings. First, five major ideas about collaboration are introduced and discussed. The following chapters build on this theoretical foundation by examining examples of collaboration in seven not-for-profit adult and continuing education settings. Other chapters address the roles of leadership and vision; tensions and transformations; strategies for dealing with them; monitoring the relationship; building trust and communication; and ongoing assessment of collaborative programming. (374.29 Don)
Community Collaborations for Family Literacy Handbook. Quezada, Shelley and Nickse, Ruth S. (1993). This handbook is divided into three major sections. The first provides an overview of the history of family literacy with background information to provide a justification for family literacy programs. The second section contains specific suggestions for practical steps in convening a cross-section of community providers to develop a shared plan for specific family programs. The third section details a step-by-step process that will help the reader write a successful family literacy proposal. (649.58 Que)
Families First Grant Teleconference #1: Implementing a Family Literacy Project Through Collaboration. Texas Education Agency (1997). This 2 hour and 45 minute teleconference was broadcast on June 3, 1997 and presented by Northside ISD in San Antonio. The Even Start Project in Northside ISD serves parents eligible for adult education services in that school district who also have an eligible child up through age seven. In turn, the Northside ISD Adult Education Program collaborates with Even Start by providing: adult education teachers; staff development; teacher inservice training, college scholarships to Even Start students; materials and supplies for portfolios, family albums, and newsletters; and collaboration on workshops for parents. (649.58 TEA No.1).
Families First Grant Teleconference #2: A Collaboration for Family and Workforce Development. Texas Education Agency (1997). This 2 hour and 45 minute teleconference was broadcast on July 2, 1997 and was presented by Kyle Family Learning and Career Center. Staff of the center discuss various aspects of program collaboration, such as integrating collaboration into program administration so that it's not just an "add-on" to someone's job. The importance of vertical integration (including all stakeholders in planning, implementing, and developing the collaboration) is discussed as central to successful collaboration. The priorities, constraints, and missions of all collaborating partners must be equally valued and honored. Problems that arise in the areas of equity and identity are discussed, as well as the importance of celebrating collaborative successes. (649.58 TEA No.2).
The Family Literacy Resource Notebook. Sapin, Connie and Padak, Nancy D. (1998). Chapter One supplies definitions and quotations to expand understanding of family literacy. Chapter Two describes a variety of types of family literacy programs. Chapter Three describes directories of organizations and agencies serving families nationally as well as in Ohio, with resources for collaboration and public relations. Other chapters provide practical resources, such as: the start-up process; collaboration and team building; funding sources and grant proposal writing tips; staff review; procedures and orientation; recruitment strategies; guidelines for curriculum development; parent-child activities; evaluating family literacy programs; references; and a comprehensive index. Materials in the notebook may be duplicated. (549.58 Sap)
LVA Works: A Guide to Workplace Education. Oppenheimer, Margery (1991). An overview of workplace literacy, this book begins with definitions and explanation for workplace education. It continues by discussing collaboration, models, and marketing . (374.013 Opp)
ADULTS AS LEARNERS AND TEACHING/LEARNING THEORY
The Annual Review of Adult Learning and Literacy, Volume 1. Comings, John, Garner, Barbara, and Smith, Cristine, Editors (1999). This is the first volume of the annual review publication of NCSALL (National Center for Study of Adult Learning and Literacy at Harvard). Articles in Volume One include: Lessons from "Preventing Reading Difficulties in Young Children" for Adult Learning and Literacy; Youth in Adult Literacy Education Programs; Adult Literacy and Post-secondary Education Students: Health and Literacy: A Review of Medical and Public Health Literature; Perspectives on Assessment in Adult ESOL Instruction; and Using Electronic Technology in Adult Literacy Education. (370.72 Com)
Engaged Learning and Technology: Using e-mail and the Internet in the ABE Classroom. Green, Anson M. et al (1999). This three-hour TETN teleconference was held on February 12, 1999. Teacher Anson Green and two of his students highlighted their student-generated Web page created by the class of welfare mothers in San Antonio, Texas. Using the Web, learners were taken out of the traditional environment of books, drills and memorization and into the world of interactive creativity, exploration, and personal expression. Loan set includes two videotapes and participant handout. FREE COPIES OF HANDOUT AVAILABLE. (374.0078 Gre)
Technology in Action: What Works for Learners and Teachers. Wrigley, Heide Spruck (1999). This three-hour TETN teleconference was held on March 22, 1999. Adult education researcher and author Spruck Wrigley highlighted the effective use of music, video and computers in ABE and ESOL programs, with a focus on engaged learning. The participant handout includes information on engaged learning and cognitive mapping, as well as other resources. Loan set includes one videotape and participant handout. FREE COPIES OF HANDOUT AVAILABLE. (374.0078 Wri)
Assessment: The Basics, Revisited: Using the BEST and the TABE. Stedman, Deborah (May 2000). These two teleconferences on adult education assessment were taped when broadcast on May 15. The teleconferences are entitled "Assessment: The Basics, Revisited." The first two-hour teleconference focused on the Basic English Skills Test (BEST). The second two-hour teleconference focused on the Tests of Adult Basic Education (TABE). Both teleconferences were intended as follow-ups to teleconferences on assessment held earlier in the fiscal year. Each session focused on the administration, scoring and use of the assessments in local adult education programs. Set of 2 Videotapes with Printed Materials: Loan Item (371.26 TEA 2000).
BILINGUAL READING MATERIAL
The following titles are written at a level appropriate for new adult readers and could be read by parents to their children:
Little Gold Star (Estrellita de Oro): A Cinderella Cuento. Hayes, Joe (2000). The author is a renowned bilingual storyteller. In this book, illustrated by Gloria Osuna Perez and her daughter Lucia Angela Perez, Hayes retells one of the world's favorite folktales in both Spanish and English. (649.58 Hay LGS)
Tell Me a Cuento (Cuéntame un story): 4 Stories in English & Spanish. Hayes, Joe (1998). This bilingual easy reader is illustrated by Geronimo Garcia. Included in the loan set are a Teacher's Guide by Susannah Mississippi Byrd with storytelling tips from Joe Hayes and a 46-minute audiocassette. On one side, the four stories are told in English enriched with Spanish; on the other side, the four stories are in Spanish, enriched with English. (649.58 Hay TMC)
The Checker Playing Hound Dog: Tall Tales from a Southwestern Storyteller. Hayes, Joe J. (1986). This mid-level reader is illustrated by Lucy Jelinek. Stories are tall tales told in both English and Spanish. A 46-minute audiocassette is included with the book. (649.58 Hay CPH)
Civic Participation and Community Action Sourcebook: A Resource for Adult Educators. Nash, Andy (editor) (1999). One of the three adult roles outlined in Equipped for the Future is that of community member. This resource book for EFF-based instruction is intended to aid teachers of adults in keeping the community member role map alive and well in the classroom. Included are narrative examples and skill- building activities that can help adults prepare to be civically active (whether or not they are citizens) in new and varied ways. The book is divided into five chapters: Finding Connections to Communities and Issues; Holding Decision-Makers Accountable; Building Community by Helping Others; Expressing Ourselves and Educating Others; and Organizing for Change. (323 Nas)
Jail to Job Phase II: Final Report. Tempestini, Daniel and Salvia, Charlene (1998). The Erie Adult Learning Center has been the main provider of ABE/GED instruction for inmates of the Erie County, Pennsylvania, Prison for over nine years. In FY 1996-97, the Jail to Job project was launched to address the main cause of recidivism, unemployment after release. Jail to Job Phase One focuses on issues of anger management, decision making, problem solving, and survival on the job. During that year the project served 53 inmates and scored a 94% employment rate overall after release from prison. In Phase II, the project added a component on survival techniques in everyday living to encourage inmates to become productive citizens while in prison as well as upon release. In addition to job search techniques, the inmates also worked through issues of self-esteem, financial losses, and family concerns. (365.66 Tem)
Learning to Work in a New Land: A Review and Sourcebook for Vocational and Workplace ESL. Gillespie, Marilyn K. (1996). This book is the product of a study reviewing and linking workplace ESL and vocational education as it has existed since the 1970's. The Project in Adult Immigrant Education attempted through this study to "take a look at where we have been in vocational and workforce education and where we need to go if we are to maintain and augment our work for limited English proficient adults." The role of immigrants in the changing workforce is emphasized. (428.007 Gil)
Workplace ESL Instruction: Interviews from the Field. Burt, Miriam (1997). This book reports on interviews conducted in 1995 and 1996 with 18 educational providers at workplace ESL programs across the US. The programs served a range of learners from entry-level workers with low-level English skills to highly paid engineers with good English literacy and proficiency. Providers were asked about program goals, stakeholder involvement, critical points of instruction, curricula, and program accomplishments and failures. Interviews also yielded information on issues arising as these programs struggled to become financially self-sufficient. (428.007 Bur)
Parent's Homework Dictionary: Teacher's Edition for Parents. McLaughlin, Dan J. (1997). This book is designed to assist parents and classroom helpers in understanding concepts needed to help children with homework. Content areas include language arts, math, science, and social studies for all K-12 grade levels. One parent's comment: "It includes information that parents have long forgotten from their own school experience. For example, when was the last time you used geometry formulas or used language grammar rules with such care?" (649.58 McL)
Really Reading: 10 Simple and Effective Methods to Develop Your Child's Love for Reading. Gardner, Janet and Myers, Lora (1997). The authors offer ten simple, step-by-step, no-preparation ways to help young readers get the most out of what they're reading. Designed to be used by parents at almost any educational level, parents use ideas in the book to teach children to ask questions, notice patterns, predict endings, make connections, think logically, learn new words, and even write their own stories. (649.58 Gar)
Risk and Reality: Teaching Preschool Children Affected by Substance Abuse. Brady, Joanne P. and Grollman, Sharon (1994). In recent years, teachers of preschoolers have reported an increasing number of children who display troubling behaviors and learning problems that they suspect may be related to the effects of substance abuse -- either prenatal exposure to alcohol and other drugs or the consequences of living in families and communities where substance abuse is common. The checkout set includes the "Risk and Reality" 30-minute video, a book on "Implications of Prenatal Exposure to Alcohol and Other Drugs," and a guidebook that identifies specific techniques and interventions which can help teachers work effectively with these children. Video and printed materials are "public domain" and may be duplicated. (649.58 Brad)
So That Every Child Can Read ... America Reads Community Tutoring Partnerships: A Review of Effective and Promising Practices in Volunteer Reading Tutoring Programs. Potter, Jana, Blankenship, Judy, and Carlsmith, Laura (1999). Children who are at risk have difficulty in learning to read and have much to gain from tutoring. Partnerships among schools, libraries, community colleges and universities, and non- profit organizations have chosen to initiate, strengthen, and expand reading programs in response to the America Reads Challenge issued by President Clinton in 1997. This report summarizes the work of 61 subcontracted reading tutoring programs across the country funded by the U.S. Department of Education. Models of tutor training and effective/promising practices were explored. Resources and a bibliography are included. (649.58 Potter)
LEARNING DISABILITIES OR DIFFERENCES
Learning Disabilities, Literacy, and Adult Education. Vogel, Susan A. and Reder, Stephen (editors) (1998). Targeting issues critical to assessment and intervention, this resource devotes attention to learning disabilities and literacy in adults. Focusing on the diverse needs of students within adult programs, the book describes: how and when to screen for learning disabilities; the pros and cons of identification of adults with learning disabilities; and specific methods of teaching adults who have learning disabilities. The book also introduces a variety of diagnostic systems for screening adults who are at high risk for having a learning disability. Once areas of difficulty have been identified, this guide details plans for matching student needs to instructional strategies in literacy and math skills. Furthermore, case studies illustrate how adults with learning disabilities can make smooth and successful transitions from educational settings into the workplace. Information is included on the Americans with Disabilities Act and Section 504 regulations, as well as examples from effective staff preparation programs. (370.152 Vog)
MATH & NUMERACY
Arithmetricks: 50 Easy Ways to Add, Subtract, Multiply & Divide Without a Calculator. Julius, Edward H. (1995). Fifty tricks and tips let student perform basic math functions quickly, making math easier and more fun. Appendices include "Dynamite Parlor Tricks" and "Fascinating and Fun-Filled Facts about Numbers." (510 Jul)
Everyday Math for the Numerically Challenged. Carlan, Audrey (1998). This book is intended to help students master the number skills that are part of everyday living. It is divided into three parts: using percents (including commissions, tax tables, and currency conversions); charts and graphs; and using algebra (everyday applications, like miles per gallon, even probabilities for certain poker hands). (510 Carl)
Life by the Numbers: The Companion to the PBS Series. Devlin, Keith (1998). Though based on the PBS television series by the same name, the book has been written to stand alone. It is not about "doing math". Rather, it's about mathematics in everyday life, used as a tool to explore the world and how it works. (510 Dev)
A Mathematician Reads the Newspaper. Paulos, John Allen. (1995). The author "travels through the pages of the daily newspaper showing how math and numbers are a key element in many articles we read ... [and] demonstrates how a lack of mathematical knowledge can hinder our understanding of them....A fun, spunky, wise little book ..." - Washington Post Book World. (510 Pau Mat)
More Joy of Mathematics: Exploring Mathematics All Around You. Pappas, Theoni. (1991). For enrichment of math classes, this book includes many ideas, puzzles, games from all over the world, historic background, graphics, and up-to-the-minute math breakthroughs. The author hopes to encourage math students to view mathematics as a "collage [and] marvel at its realm and scope and experience the joy there can be." (510 Pap)
Rapid Math Without a Calculator: Shortcuts to Mastering Rapid Addition, Rapid Subtraction, & Quick Methods for Division, Multiplication, & Fractions. Collins, A. Frederick (1956, 1993). Short cuts help students rapidly attain maximum proficiency in the daily life manipulation of numbers. Problems can be rapidly and correctly worked without a calculator. The book also presents a simple method of extracting square and cube roots. (510 Col)
The Welfare-to-Work Challenge for Adult Literacy Educators. Martin, Larry G. and Fisher, James C., Editors (1999). Number 83 in the New Directions for Adult and Continuing Education series. Recently enacted welfare reform and workforce development legislation has created a turbulent financial and educational environment for adult literacy programs. Adult literacy practitioners have been challenged to adjust their programs to fit within a new paradigm or risk the grim prospect of program failure. Combining theory and research with practical advice on adult literacy practice, this issue of New Directions provides a frame- work for literacy practitioners to rethink their field to better align it with the demands of the new Work First environment and to meet the pragmatic expectations of an ex- tended list of stakeholders. (374.02 NDACE Mar)
Breaking Free from Partner Abuse: Voices of Battered Women Caught in the Cycle of Domestic Violence. Marecek, Mary et al. (1999). Poetry and illustrations in this book enhance the messages of support for abused women. The vocabulary makes the book well suited for new adult learners (Fry Reading Level 6). Firsthand accounts are included, as well as realistic guidelines for action and help. (374.07 Mar)
Too Scared to Learn: Women, Violence and Education. Horsman, Jenny (1999). In this book, the author re-examines learning through a lens focused on the prevalence and impacts of violence in women's lives. Based on research with literacy learners, instructors, and practicing therapists, Too Scared to Learn brings together previously unconnected bodies of knowledge to spark new approaches to teaching and learning. Elsa Auerbach of University of Massachusetts at Boston calls the book "a groundbreaking study that brings a critical issue for adult educators out of the closet. Trauma and violence have been invisible elephants in adult education classes - Jenny Horsman is a pioneer in raising awareness about their pervasiveness in learners' lives, their consequences for learning, and the implications for teaching." (374.012 Hor).
Women's Career Development Across the Lifespan: Insights & Strategies for Women, Organizations, and Adult Educators. Bierema, Laura L., Editor (1998). Number 80 in the New Directions for Adult & Continuing Education series. Though women make up almost half of the US workforce, they lag behind men in pay, status, promotion, and career opportunity. Recently, new models of career development have established that women's career development also differs from that of men. Authors of the various chapters in this book identify women's career development patterns, explore work and family issues, consider career development in mid-life and beyond, survey glass ceiling dynamics, examine women's career development in part-time work, assess the value of mentoring, and more. (374.02 NDACE Bie).