Literacy Links

Teaching Adults Through Projects

Welcome to Our Library ...

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) 862-6519. E-mail tcall@tamu.edu.

PROJECT-BASED LEARNING

Exploring Culture Manual. Smith, Catherine DeLong (1993). Description of project conducted in Philadelphia, PA providing learners with the opportunity to explore their cultures and the culture of others. Included is curriculum centering on student documentation of their native cultures and learning about the target culture. Can be used with ESL or other literacy students. (370.196 Smi)

La Cocina de Vida ("The Kitchen of Life"). Green, Anson (1999). This draft curriculum was created as part of a TEA-funded project, and is being field-tested and expanded with support from the National Institute for Literacy. In the year 2000, this work will become part of a sourcebook addressing the effects of trauma and violence on learning, as well as its effects on independence and self-sufficiency for women. The curriculum was developed by and for women making the transition into the workplace from public assistance, oppressive relationships, or with low expectations of what work can offer them. Teacher Anson Green worked with women in a welfare-to-work adult education class in San Antonio, Texas, using a project-based approach to enhance engaged learning. (374 Gre)

Newspapers. Grundy, Peter (1993). From the Resource Books for Teachers Series (guides to classroom practice in key aspects of language teaching), Newspapers contains over 100 ideas for making effective use of the wealth of readily available, English-language texts in newspapers. The activities are practical, and most need little teacher preparation. Students are first familiarized with English-language newspapers, then look more closely at layout, use of pictures, and personal responses to newspaper stories. Many reading, writing, and project activities are included. The ultimate aim of this book is to give students the confidence to buy and read English-language newspapers for themselves. An appendix provides a guide to the availability of English-language newspapers worldwide. (428.007 Gru)

Pre-K Math: Concepts From Global Sources. Manthey, Cynthia (1996). Pre-K Math compiles creative and exciting activities that teach children numbers one by one. Children will be entranced by games from around the world, original fingerplays and songs, and simple inexpensive project ideas that all teach math. (649.58 Man)

Project Work. Fried-Booth, Diana L. (1986). From the Resource Books for Teachers Series (guides to classroom practice in key aspects of language teaching), Project Work is aimed at practicing teachers who are interested in integrating language learning skills through the use of projects. The book contains a variety of bridging activities to introduce students gradually to project work. It covers the organization of a project, the monitoring of a project in action, and the "layered" approach to integrating the four skills. Also included are a series of detailed case studies, an appendix designed to act as a personal resource unit, and a further appendix including brief reports from teachers around the world already engaged in project work. (428.007 Fri)

Put it in Print: How to Produce a Book of Writings by Adult Literacy Students. Clark, Dr. Wilma et al. (1994). This book walks the adult educator through the process of publishing students' writings. Chapters 1-3 cover the value of writing, learning the writing process, and teaching the writing process. The second half, chapters 4-7, discuss producing the book, printing options, funding options, and marketing the final product. This class project is designed to teach the students more than writing skills. (372.6 Cla)

Solutions for the Multi-level ESL Adult Education Classroom: Project-Based Instruction: TETN Broadcast. Gaer, Susan (1998). This is a video tape of a 2 1/2 hour teleconference broadcast on November 20, 1998, and sponsored by Project Inter-ALT (Interactively Advancing Literacy Through Technology). Susan Gaer presented this training session on using project-based learning in the multi-level ESL classroom. Three different projects are described: a Fashion Show, an International Cookbook, and a Folktale Project. Gaer describes how to get started, the process, and expected learning outcomes. The participant packet is included with the video. FREE COPIES OF PARTICIPANT PACKET AVAILABLE. (428.007 Gae)

A Teacher's Project Guide to the Internet. Crotchett, Kevin R. (1997). Written by a teacher for teachers, this book walks readers through the Internet step by step, suggesting creative and exciting K-12 level classroom projects along the way. These ideas come complete with Web site addresses and a disk (compatible with IBM and Macintosh System 7.5 systems) that provides direct access (through your Web browser) to all the sites noted in the appendices. Crotchett begins with one of the easiest and most commonly used protocols, e-mail, then moves on to more sophisticated topics like news groups, file transfer protocol, and creating Web sites. Also included are overviews of the Internet's fundamental structure and history. (371.39445 Cro)

ASSESSMENT & PROGRAM EVALUATION

Learner-Directed Assessment in ESL. Ekbatani, Glayol and Pierson, Herbert, Editors (2000). This book examines the relationship between the language learner and language assessment processes, and promotes approaches to assessment that involve the learner in the testing process. Particular attention is given to issues of reliability and validity. Grounded in current pedagogical applications of authentic assessment measures, this book is intended for classroom teachers and program directors looking for ways to include their students in the evaluation process. Two chapters address the use of portfolios for learner-directed for self-assessment. (428.007 Ekb)

Program Standards for Adult Education ESOL Programs. TESOL Task Force on Adult Education Program Standards (2000). What are the components of a quality adult education ESOL program? This document attempts, for the first time on a national level, to answer this question by describing program quality indicators in eight areas: 1) program structure, administration, and planning; 2) curriculum; 3) instruction; 4) recruitment, intake, and orientation; 5) retention and transition; 6) assessment and learner gains; 7) staffing, professional development, and staff evaluation; and 8) support services. (374.29 TESOL)

ENGLISH AS A SECOND LANGUAGE

101 Bright Ideas: ESL Activities for All Ages. Ford, Claire Maria (1997). This collection of activities and games covers a wide variety of topics, including family, school, and daily activities. Some are accompanied by blackline masters to extend and enrich the lessons. Separated into beginning, intermediate, and advanced levels, each idea includes: detailed instructions for the teacher; complete lists of themes, functions, structures, and materials needed; and suggested variations for different settings. (428.007 For)

American Idioms and Some Phrases Just for Fun: An ESL Meanings and Usage Workbook. Swick, Edward (1999). Containing both practice exercises and tests, this book is a guide to informal American English for ESL students. Idioms are explained, "translated" into standard English, and repeated in example sentences that demonstrate their use in a variety of contexts. For use with intermediate-level ESL students, the book can be used independently or in the classroom. (428.007 Swi)

ESL Education: A National Imperative. Orem, Richard, Ph.D. (April 2000). This is the videotape of a broadcast presented on April 26, 2000 by the Central Illinois Adult Education Center (CIAEC) and American Language Online. Featured guest was Dr. Richard Orem, Northern Illinois University professor, author, and nationally known ESL leader and lecturer. Dr. Orem discussed the implications of ESL teaching in the United States and future concerns as populations of non-English speaking residents inhabit this country. ESL has come to the forefront of political, social and educational discussions as well as being the focus of legislative activity, and Dr. Orem explored the societal impacts as well as speaking on effective teaching techniques in ESL classrooms. Target Audience: Adult Education Instructors. This program is close captioned. (428.007 Ore)

TECHNOLOGY

Adult Learning and the Internet. Cahoon, Brad, Editor (1998). Number 78 in the New Directions for Adult and Continuing Education series. Tools such as e-mail, Web browsers, and on-line conferencing present exciting opportunities for both adult learners and their instructors. The purpose of this volume is to explore the effects of the Internet on adult learning - both as that learning is facilitated through formal instruction and as it occurs spontaneously in the experiences of individuals and groups - and to provide guidance to adult and continuing educators searching for ways to use the Internet more effectively in their practice. (374.02 NDACE Cah)

Electronic Collaboration: A Practical Guide for Educators. Koufman-Frederick, Ann, et al (1999). Electronic collaboration connects individuals electronically via the Internet using tools such as e-mail, or through access to sites on the World Wide Web. Examples include discussion groups, data collection and organization, sharing documents, synchronous communication or "chat," and online courses or workshops. This guide is designed for teachers, school leaders, curriculum experts, technical specialists, and anyone else interested in this emerging technology. Available online at http://www.alliance.brown.edu/pubs/collab/elec-collab.pdf (374.29 Kou)

Knowledge in Action: Using Equipped for the Future to Frame and Evaluate Learners' Use of Technology. Green, Anson (April 2000). Facilitated by instructor Anson Green and learners from his Northwest Vista College (San Antonio) computer readiness class, this 3-hour teleconference was broadcast on April 14, 2000. The session included an introduction to the Equipped for the Future Content Framework; the EFF Standards and how they apply to learning with technology; and how EFF fits into a workplace education program. Technology skills assessment within the EFF framework was also addressed. A free copy of the participant packet is available with the loan video. (374.0078 Gre KIA)

FAMILY LITERACY

Assessing Success in Family Literacy and Adult ESL, Revised Edition. Holt, Daniel D. and Van Duzer, Carol H., Editors (2000). Programs that teach adult English language learners now face increased accountability demands from their funders to meet program and learner goals. Assessment and evaluation play a critical role in measuring progress toward these goals. This updated and revised version of Holt's 1994 "Assessing Success in Family Literacy Projects" provides guidance on developing an effective evaluation plan for adult English language programs - whether in the context of family literacy, workplace and workforce literacy, or general language development. With an emphasis on surveys, interviews, observation measures, and performance samples, the authors show how staff members and learners can gain accurate information about how well they are meeting their goals. The book provides many sample assessment tools and examples of strategies for summarizing and analyzing assessment data that can be customized. (649.58 Hol Rev)

Homework Encyclopedia for Students CD-ROM. McLaughlin, Dan J. (1999). The Homework Encyclopedia CD-ROM is designed for use by students, using graphics, animation and video to help teach and reinforce classroom instruction. The CD-ROM includes Language Arts for grades K-12, Math for grades K-10, Science for grades 3-12, and Social Studies for grades 2-10. Minimum system requirements are: Mac 7.0 or Windows 3.1.CD-ROM. (371.39445 McL Enc)

I Like it When You Read to Me: A Beginning Book for Parents and Children to Read Together. Dromgoole, Glenn (1999). Illustrated book has large print in both English and Spanish. Suggestions are included for ways parents can help children learn to read. Colorful, full-page illustrations are by Patty Rae Wellborn. (649.58 Dro)

TEACHING ADULTS/ADULTS LEARNING

Enhancing Creativity in Adult and Continuing Education: Innovative Approaches, Methods, and Ideas. Edelson, Paul Jay and Malone, Patricia L., Editors (1999). Number 81 in the New Directions for Adult and Continuing Education series. This issue includes chapters by a variety of authors on human creativity. Previously viewed as a trait unevenly distributed throughout the population, newer approaches stress the role of environment, social organization, and ways of encouraging more creative behavior. The purpose of this book is to provide adult educators with updated views on creativity, how it can become an essential quality of their professional and personal lives, and how to unlock greater creativity in the classroom. (374.02 NDACE Ede 99)

Journey through the Brain Forest: Brain Based Strategies to Enhance Learning and Teaching in the Adult Classroom. St. Romain, Dan (April 2000). This 2-hour 39-minute videotape was made of a TETN professional development teleconference broadcast April 7, 2000. Education specialist Dan St. Romain presented on "mapping the brain forest": where in the brain various cognitive functions take place; left versus right brain functions; and how to enrich the learning environment and curriculum to best promote cognitive functioning. The participant handout includes a list of references. A free copy of the handout is available with the loan video. Videotape and Participant Packet. (370.15 StR)

The Power and Potential of Collaborative Learning Partnerships. Saltiel, Iris M., Sgroi, Angela, and Brockett, Ralph G., Editors (1998). Number 79 in the New Directions for Adult and Continuing Education series. Writers in this volume describe a variety of collaborative partnerships in many different adult learning venues, including those involving two people, group situations where the effort is grounded in cooperation among members, and collaborative efforts where all members work to create new knowledge distinct from what each member brings to the group. The authors focus on the interactions between people, on how collaborative partnerships form, and on the nature of the personal relationships that so strongly drive motivation and learning. (374.02 NDACE Sal)

Success Stories 2000: The Impact of Adult Education. Bureau of Adult Basic and Literacy Education (2000). This annually-released publication celebrates the achievements of over 50,000 adult learners enrolled yearly in Pennsylvania adult literacy and basic skills programs. Featured are the stories of nine outstanding adult learners and the programs that assisted them in meeting their goals. (374.02 BABLE)

WORKPLACE/WORKFORCE LITERACY

The EnterTech Project: An Innovative Approach to Teaching Basic Job Skills for Entry Into Today's High Tech Industries. Jackson, Melinda (May 2000). In this two-hour teleconference broadcast on May 5, 2000, Melinda Jackson described the EnterTech Coalition of over 80 Texas business, education, government and community-based organizations. Funded by the Governor's office, the US Department of Labor Wagner Peyser Funds, and the Texas Workforce Commission, the EnterTech project has produced Web-based, interactive multimedia training modules guiding instruction for entry-level high-tech jobs and life skills. Curricular materials include small and whole group activities around a group of core competencies incorporating SCANS skills and WorkKeys profiles. Eight learning areas include: employee awareness; personal and interpersonal skills; managing and allocating resources; oral communications; reading and writing; math; problem-solving and systems thinking; and on-going learning. For sites interested in utilizing these resources, EnterTech provides instructional materials, instructor orientation, program support, and access to incentives. Videotape & Participant Packet. (374.013 Jac)

Getting a Job and Keeping Your Job. Morgan, Nancy Battista (1997). For loan/trial use only (not to be copied), the loan set includes two video CD-ROMs (for both Mac and Windows format) and a User's/Teacher's Guide. In a fast-paced game show format, these videos teach what employers want and what prospective employees need to know to get and keep a job. Both shows feature young women and men from a wide mix of ethnic backgrounds. In the "Getting a Job" video, viewers learn about appropriate clothing, cleanliness, hair styles, makeup, filling out job applications, proper interview conduct, handling difficult questions and more - from making backup plans for child care to preparing a resume and writing a follow-up note. In the "Keeping Your Job" video, viewers learn the importance of punctuality, consistent attendance, time management, problem solving and organizational skills. Each video is 22 minutes, and is also available from the publisher as VHS videotapes. User will need viewing software such as Windows Media Player (which can be downloaded free) or Quicktime (included with most Macintosh computers and also down-loadable free from the Internet). Book and 2 CD-ROMs. (371.39445 TBS Mor)

READING

Great Adventures. Billings, Henry and Stone, Melissa (1991). This adult reader includes stories such as "Marco Polo", "Search for the Niger", "Mary Kingsley", "The Kon Tiki", and "Joy Adamson". Each story is followed by a fact quiz and exercises to develop vocabulary, writing, and critical thinking skills. A glossary and answer key are included. (374.07 Bil GA) Other loan titles in the series include:
Great Challenges. (374.07 Bil GC)
Great Disasters. (374.07 Bil GD)
Great Escapes. (374.07 Bil GE)
Great Firsts. (374.07 Bil GF)
Great Heroes. (374.07 Bil GH)
Great Mysteries. (374.07 Bil GM)
Great Rescues. (374.07 Bil GR)

LEARNING DISABILITIES

Meeting the Challenge of Learning Disabilities in Adulthood. Roffman, Arlyn J. (2000). This book is intended to offer a window into the experience of living with LD as an adult. A diverse group of adults with LD, many of whom also have attention-deficit/ hyperactivity disorder (ADHD), describe how they have met disability-related challenges at work and at home. Ten chapters discuss challenges and benefits that LD/ADHD can present in a wide range of areas, including overall mental health, day-to-day life, relationships, parenting, education, and employment. Practical tips and proven strategies are offered to help adults with LD identify and capitalize on their strengths and meet disability-related challenges. (370.152 Rof)

PROGRAM PLANNING/DEVELOPMENT

Providing Culturally Relevant Adult Education: A Challenge for the Twenty-First Century. Guy, Talmadge C., Editor (1999). Number 82 in the New Directions for Adult and Continuing Education series. This volume offers an examination of theoretical and practical issues in providing adult education services to socially, politically, and culturally marginalized groups in the United States, with a particular focus on learner culture from the perspective of authors who share that background. The contributors to this volume present and discuss various issues, models, and practices that marginalized learners can use to take control of their learning and their lives. (374.02 NDACE Guy)

What Really Matters in Adult Education: Program Planning: Lessons in Negotiating Power and Interests. Cervero, Ronald M. and Wilson, Arthur L., Editors (1996). Number 69 in the New Directions for Adult and Continuing Education series. According to the editors, program planning for adult education is "a social activity in which people negotiate personal and organizational interests to construct educational programs for adults." Negotiating the interests of people in various complex organizations is key to planning adult education programs. Authors in this volume "identify the political realities and ethical issues faced by program planners in a variety of practice settings and the actual negotiation strategies they use in these settings." (374.02 NDACE Cer)