These are documents produced for our Summer and Fall Institutes
The English translation of a report in which adult educator Donald Lurette draws on more than twenty years experience working in literacy and essential skills with Canada’s francophone linguistic minority (i.e. those who live outside Quebec) to look at the limitations of large-scale international skills assessments, including PIAAC, to capture the complex multilingual contexts of official language minority communities.
Une étude de Jean-Pierre Jeantheau, chargé de mission national à l'Agence nationale de lutte contre l’illettrisme (ANLCI), préparé dans le cadre de l'Institut d'été 2013 du Centre for Literacy, qui a pour objectif de donner des repères théoriques, pour mieux saisir les rapports complexes des groupes linguistiques minoritaires avec l'écriture, l'interprétation et l'usage de documents.
C’est comme andragogue de terrain que Donald Lurette, consultant en andragogie, propose dans ce texte des pistes de réflexion autour des questions d’évaluation des compétences de base pour les adultes vivant en milieu linguistique minoritaire au Canada.
This paper, produced for Summer Institute 2013, gathers descriptions on the uses of IALS (and IALSS) and the essential skills framework in policy contexts across Canada. The information was taken from federal, provincial, and territorial governments’ web sites searched between January and March 2013. The final section looks at literacy organizations and their uses of IALS and essential skills.
A look at models of social innovation and finance and their potential to revitalize literacy and essential skills programs.
This paper by Juliet Merrifield examines how context and culture impact the outcomes of Workplace Literacy and Essential Skills (WLES) and similar programs. Merrifield’s paper points out that the field of WLES is full of complexities that defy any search for quick fix solutions and argues that WLES programs have a better chance of being successful if they take into account the social ecology in which these programs are implemented.
This paper by Jay Derrick explores the concept of “embedded” workplace literacy and essential skills (WLES) provision as a sub-set of general workplace learning. It presents four models to help understand how WLES provision is connected to the context of the workplace with examples of the approaches outlined.
A draft of this paper was produced for Summer Institute 2010: Workplace Literacy and Essential Skills - What Counts and Why?. The paper was then revised based on feedback from Institute participants.
A draft of this paper was produced for Summer Institute 2009: Workplace Literacy and Essential Skills - What Works and Why?. The paper was then revised based on feedback from Institute participants.
Originally developed for Summer Institute 2007: Libraries and Literacy