Janet,

Thank you for your suggestion (below).

One of the questions I suggested we might ask is, "How can learners be more 
involved in program leadership and improvement?"  I asked this question in 
part from my perspective as the collection developer.  The special 
collection seeks to serve li "adult education  leaders" and learners are 
listed as part of that large group. In continuously searching for quality 
resources for the site, I have become aware that there is not a large body 
of resources that include learners in the program improvement process, 
although we have been able to identify a few so far.

Three of those that are included in the LINCS Program Leadership and 
Improvement Special Collection [http//:pli.cls.utk.edu] are fairly explicit 
in involving learners as part of the program improvement team and/or 
process.  These are the NALA Evolving Quality Framework User Guide 
(National Adult Literacy Agency/Ireland), the EFF Handbook for Program 
Improvement: Using the Equipped for the Future Approach to Quality 
(National Institute for Literacy and Urban League), and the Best Program 
Practices (Saskatchewan Literacy Network).  Others, such as the Baldrige 
National Quality Program Educational Criteria/Process (Baldrige National 
Quality Program) clearly value the learner ("customer" in the case of 
Baldrige) experience and goals.

Have any of you used (or adapted) one or more of these approaches in your 
program improvement work? Do you know of other models or frameworks that 
adult learners in the program improvement process?  What are your thoughts 
on involving learners as part of the program improvement team?

Thank you for your comments on this...

Best regards,
Kim



At 12:36 PM 10/26/2004 -0400, you wrote:

>Kim and all

>

>I'm wondering, as people consider particular questions, if you'd want to 

>address this piece of your role, in perhaps, pulling out one or two 

>resources and giving us highlights about them.  I know that many times 

>I'll scan a collection and think, hmm, this could be interesting - but 

>rarely make the time to go back to "learn" the resrouce[s] in 

>question.  Even with good annotation, it feels overwhelming to sort 

>through so many things.

>

>Any particularly useful or engaging resources that you've found?

>

>thanks

>

>Janet Isserlis

>

> > 2.  To create an online mechanism for the diffusion of the resources

> > contained in the LINCS Program Leadership and Improvement          Special

> > Collection.

> >

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