Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id GAA19695; Sat, 4 Mar 2000 06:37:00 -0500 (EST) Date: Sat, 4 Mar 2000 06:37:00 -0500 (EST) Message-Id: <20000304.062703.9926.2.GDEMETRION@juno.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "GEORGE E. DEMETRION" <gdemetrion@juno.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:225] Curriculum Materisla, etc X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Juno 1.49 Status: O Content-Length: 4952 Lines: 106 Colleagues: I have recently updated curriculum sourcebook materials on the CREC/ATDN webpage in pdf format. The general webpage for ATDN http://www.crec.org.atdn which can also be a accessed by clicking on Connecticut from Eastern Lincs. Click on Teacher Resources on the left or type in http://www.crec.org.atdn /teacher_reseources/lvalifeapp.shtml This, what we are now calling, our "Literacy for Life: Life Application Curriculum Sourcebook, is a definite work in progress, though it contains a good amount of instructional material as well as various conceptual discussions of adult literacy theory, an introduction to the EFF framework, and qualitative assesment forms, charts, and guidelines. There are four main instructional units Unit One consist of instructional materials drawn from Steven Covey's influential book, the 7 Habits of Highly Effective People. This unit has drawn the most hits. Following the EFF Contextual Role Maps there are also three units on: * Work * Family * Culture, Community and Citizenship The units on work and family consist of teacher developed materials drawn from a variety of sources, which, although far from comprehensive in scope, may prove interesting and useful. Both of those units also contains a section that draws from student-generated texts--books of writings or oral history narratives. The final Unit (still in need of development) Culture, Community and Citizenship, consists of student-generated materials on such topics as crime, low income housing, adult education policy, gambling, free speech, and reflections on race. All of the instructional materials include questions, activities or exercises to encourage a great deal of experiential learning. The instructional materials, in fact, serve primarily as prompts ro stmulate experiential learning and can be utilized in a wide variety of ways. I draw on the metaphor of a "buffet" to introduce the EFF materials. The basic EFF framework within a teacher's guide format is laid out, but it encourage each instructor to determine how, to what extent, and even whether to draw on this framework or not. While the instructional materials can definitely be enhanced by drawing on the EFF framework, they also stand independently. Also, the EFF framework may prove iuseful whether or not one draws on these instructional materials. The theoretical overview of the entire project ("read this first") consists of : * A one page Forward * The Literacy for Life article that I've been circulating in various places * Five Guiding Principles * The EFF Chart contrasting the Current System with the proposed 21st Century System * Basic Principles of Participatory Literacy Education from Elsa Auerbach's Making Meaning Making Change (1993) * Implications and Suggestions for Instruction adapted from Merrifield, J., Bigman, M.B., Hemphill, D., and Bennett de Marrais, K.P. Life at the Margins: Literacy, Language, and Technology in Everyday Life (1997) * An overview of Functional Context Education as developed by Tom Sticht (1997) Though I haven't systematically worked it through, the overall conceptual design that I am *seeking* to develop would incorporate Participatory Literacy Education, The New Literacy Studies, and Functional Context Education, which, in dialogue with each other, I believe, represents the most generative theoeretical work available within the field of adult literacy education. Though I haven't specifically seen the connection in print, it seems evident to me that the EFF farmework draws extensively on the conceptual work of Auerbach, Merrifield et. al., and Sticht at least at an informal, implicit level. In sum, while far from perfectly developed, I do believe there is a good deal of information that can be gleaned by checking out the Literacy for Life: Life Application Curriculum Sourcebook and supportive documents developed at Literacy Volunteers of America-Connecticut River East. ________________________________________________________________ For those interested in practitioner research, there is also on the CREC/ATDN webpage, an essay I wrote while participating in the NCSALL Teacher Research Project on Learner Motivation, Retention, and Persistence. The essay is titled "A Yankee Individualist in Dialogue and Confrontation with the Progressive Literacy Left," a quirky little piece, perhaps, though some may find it interesting. It includes a section on the early development of the curriculum materials project, discussed above. The location of the practitioner research article (remember it is PDF) is http://www.crec.org/atdn/teacher_resources/practresearch.pdf The above article is listed under "professional development" in the ATDN teacher resources section at http://www.crec.org/atdn/teacher_resources/index.shtml Any feedback on any of this will be appreciated. Fee free to e-mail me. George Demetrion LVA-Connecticut River East GDemetrion@juno.com
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