About LINCSThe Literacy Information and Communication System, commonly referred to as LINCS, is the backbone of the Institute's dissemination system, providing information on a wide variety of literacy relevant topics, issues, and resources. The Institute is investing significant resources in updating LINCS, particularly the content it offers. As national attention has increasingly focused on the quality of instruction and educational resources, the Institute is shifting LINCS' emphasis from access to a wide variety of information to access to the highest-quality information, especially scientifically based research and resources based on the most rigorous research available. Where LINCS traditionally relied on a library model of providing resources, the redesigned LINCS will provide a more focused collection of high quality resources geared toward improving instruction and delivery of services. Technical assistance will center on assisting partner organizations and their members in using these new resources as well as training modules developed by the Institute. The new LINCS design uses four components: 1) Regional Resource Centers; 2) Resource Collections; 3) a Literacy Research Initiative (in planning stages), and 4) a Professional Development/Distance Learning Initiative (in planning stages). The Resource Collections are replacing the Content Development Partners, although the Institute hopes the new Collections will connect with the networks established by the Special Collections and expand the infrastructure and work they established. The newly designed LINCS includes: Regional Resource Centers and the Resource Collections. The coordinated efforts of LINCS partners will continue to provide a national infrastructure for literacy community to access the most comprehensive collection of family and adult basic skills research, teaching/ learning and training resources. Click here to review grant quarterly reports. LINCS Regional Resource CentersThe LINCS Regional Resource Centers (Centers) shall provide and disseminate the highest-quality resources using various approaches (such as highlighting online materials, face-to-face technical assistance, distance learning, and discussion lists) through partnerships with adult education and related organizations to help practitioners use evidence-based instructional practices that improve outcomes in adult learners' literacy skills. The Centers will organize training and workshops based on Institute-developed materials, as well as provide assistance in using online instructional resources provided through LINCS. The Centers are intended to play a vital role in helping the Institute fulfill its authorized responsibilities to establish a national electronic database of information that disseminates information to the broadest possible audience within the literacy and basic skills field and a communication network for literacy programs, providers, social service agencies, and students. The Institute has grouped states into the following regions, for purposes of awarding these grants: Region I: Connecticut, Delaware, Illinois, Indiana, Iowa, Maine, Massachusetts, Michigan, Minnesota, New Hampshire, New Jersey, New York, Ohio, Pennsylvania, Rhode Island, Vermont, and Wisconsin.
Region II: Alabama, Arkansas, District of Columbia, Florida, Georgia, Kansas, Kentucky, Louisiana, Maryland, Mississippi, Missouri, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, and West Virginia. Region III: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nebraska, Nevada, New Mexico, North Dakota, South Dakota, Oregon, Utah, Washington, and Wyoming. LINCS Resource CollectionsThe Literacy Information and Communication (LINCS) Resource Collections (Collections) shall develop, organize, and support online subject-oriented collections of high quality instructional resources, including multi-media resources, informed by research, especially scientifically based and other rigorous research, for use by adult education and literacy educators. The Collections shall also provide information on how to use the featured resources to enhance teaching and learning. In addition, the Collections shall provide technical assistance on the content and use of the collections through presentations, workshops, and informational materials provided to adult education and literacy program administrators, project directors, and professional development staff. Limited technical assistance shall be provided via telephone and email. The LINCS Resource Collections are grouped into three main categories: I. Basic Skills; II. Program Planning; or III. Workforce Competitiveness. I. Basic Skills Resource Collection shall focus on locating, reviewing, and selecting high-quality instructional materials, resources, and research on reading, writing, mathematics and numeracy for use by adult educators to improve instruction in basic skills.
II. Program Planning Resource Collection shall focus on locating, reviewing and selecting high-quality instructional materials, resources, and research on assessment, learning disabilities, and program improvement for use by adult education and literacy program administrators, project directors and professional development staff. The combination of topics is intended to direct attention to the role that assessments and awareness of learning disabilities can play in strengthening the quality of adult education services and learner outcomes.
III. Workforce Competitiveness Resource Collection shall focus on locating, reviewing, and selecting high-quality instructional materials, resources, and research on workforce basic skills education, English language acquisition, and technology. The combination of topics in this collection is intended to encourage special attention to (a)
the development of connections between resources that support the acquisition of English language literacy with preparation for and participation in the workforce and (b) the role technology can play in supporting both English language acquisition and workforce basic
skills.
The LINCS Regional Resource Centers and Resource Collections are intended to play a vital role in helping the Institute fulfill its authorization to establish a national electronic database of information that disseminates information to the broadest possible audience within the literacy and basic skills field and a communication network for literacy programs, providers, social service agencies, and students. BackgroundLINCS was originally designed to provide a centralized point of access to information about adult literacy and an infrastructure to facilitate communication for a highly decentralized field of professionals, volunteers, and learners. The LINCS network included catalogued literacy resources, special collections of materials on topics such as workplace literacy, English as a Second Language, assessment, and a number of online public discussion lists. Each week, current news stories, events, funding opportunities, and professional development opportunities regarding literacy were added to the databases. LINCS relied on a group of five regional centers, called Regional Technology Centers (RTCs) to promote LINCS to the public; develop and manage regional and state-level website infrastructure; and provide technical assistance and training at the state and local levels in the use of LINCS for adult education and literacy practioners. LINCS also consisted of Content Development Partners, which developed Special Collections in specific topics areas, such as Assessment, Correctional Education, English as a Second Language, Learning Disabilities, and Workplace Literacy. For more information, go to: http://www.nifl.gov/lincs/collections/collections.html. There was also a general materials database, where literacy related materials were cataloged and accessible via search. In the new vision for LINCS, the general materials database will no longer be continued, however, the materials in the database have been archived and are available via: http://www.nifl.gov/cgi-bin/LINCS/search/dbsearch/dbsearch.cgi. Click here for more information on the History of LINCS. |
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