Return-Path: <nifl-povracelit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f18Gue912814; Thu, 8 Feb 2001 11:56:40 -0500 (EST) Date: Thu, 8 Feb 2001 11:56:40 -0500 (EST) Message-Id: <2d.72b336b.27b3eba7@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-povracelit@literacy.nifl.gov Originator: nifl-povracelit@literacy.nifl.gov Sender: nifl-povracelit@literacy.nifl.gov Precedence: bulk From: DEBBYDAM@aol.com To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> Subject: [NIFL-POVRACELIT:394] Re: Re Searching for UNational (Urban) Models X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Windows sub 130 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 2100 Lines: 28 I don't know if George and others have seen an artilce written in the 1980s by Steve Reder and others regarding "Giving literacy Away." It is a vision for community based literacy that draws on using adult learner networks and helpers, as described by Fingeret and others, as literacy tutors or peer teachers. The issue with moving literacy out of the adult education classroom or tutoring environment seems to be providing enough materials, training, and support to individuals or non-literacy organizations so that they can take this on,. with help from literacy practitioners. The question is, as George has stated, how much help, when, and from whom, and how can we help such organizations get to the place where they own what they are doing? Again, this is something ALMA is wrestling with. We have found that working intensively with organizations (though we can only do this with a small number) on an issue that is critical for them, and working our materials, training and technical assistance into the solution of that project is helping us understand what it takes to move literacy into new places. We are currently working with about 12 of our hubs in this way, and hope to learn from them strategies and approaches that will help us elsewhere. For example, we are working with training programs that did not have any literacy component to integrate TV411 materials into their existing work; we are providing intensive training and technical assistance to a small cbo program that uses community volunteers on portfolio assessment; we are working with an adolescent Frierian literacy program on helping participants create their own videos; we are working with health educators on creating materials for community outreach and education that build literacy learning into their work. All of this places us more in the arena of informal learning, situated learning as Wenger and Lave call it, apprenticeships, etc. If literacy is to reach more adults with greater authentic power, we believe this is the direction we need to understand and move in. DD
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