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Adult Literacy and New Technologies - Federation of American ...

Adult Literacy and New Technologies - Federation of American ...

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20 | Adult Literacy and New Technologies: Tools for a Lifetime El Museo Historico I .- ..- . —.—-.—.. . -. . / . . $3:1-J. cc:.? ,.ie :~ *,,w~:.l ,3 e:.. x?:’\JI” I :?’”’ ‘:.” j 3 j r ! [ I 1+ Page 1 Body I L c Is ]s By enabling adult learners to write in Spanish or English, this so&are program helps them learn English as they improve writing, thinking, and reasoning skills. - that make use of advances in digitized speech, graphics, and animation), . and programs designed to reach both adults and young children in family literacy contexts. Funding development of software and programming alone is not enough; the Federal Government would have to place equal priority on achieving broad distribution-making software and programming available across the range of literacy programs and providers, and bringing these resources to unserved learners in their homes and communities. Congress could require that rights and marketing strategies promote the widest possible distribution through cable, broad- cast television, video rental stores, software and music stores, and other less traditional outletssuch as welfare offices, post offices, public health clinics, libraries, and the workplace. Fund Software and Programming Through Existing Technology Programs. Another option is to use existing Federal technology program authority to fired development of literacy applications, rather than initiate a separate software effort. The Federal Star Schools program already authorizes instruction for literacy, as does the Ready to Learn Children’s Television Act. The National Science Foundation’s (NSF) educational technology programs, the National Telecommunications

and Information Administration’s National Information Infrastructure program, and the technology programs at the Advanced Research Projects Agency (ARPA-Department of Defense) all have expertise in technology that could be applied to literacy. Without a specific allocation for adult literacy or a congressional mandate, however, literacy development will be largely left to chance and continue to exist at the margin. l9 This approach also makes it difficult to address literacy needs systematically and avoid duplication of effort. Improving the System Two broad policy strategies are considered for improving the system of literacy services. The first strategy focuses on helping administrators, teachers, and volunteers become more effective. The second strategy focuses on strengthening the connections among literacy providers, social services, and the private sector. Expand Training and Professional Development It is one of the sad ironies of adult literacy education that often those with the least professional training are asked to help the learners with the greatest educational needs. The system is unlikely to get better without strengthening the professional status and expertise of those who teach, administer, and volunteer in literacy programs. Professional development should involve several parallel improvements: continuing training for adult literacy educators, curriculum development and graduate-level programs in adult literacy instruction, more rigorous standards and certification requirements, and strategies for recruiting highly qualified personnel to teach and administer adult literacy programs. Technology can be a resource in all these efforts. Chapter 1-Summary and Policy Options | 21 Coordinate and Expand lnservice Training. Teacher training and professional development efforts are new objectives of the National Literacy Act of 1991. Training is one of the missions of the newly established State resource centers. The act also increases the State set-aside for training and resource development from 10 to 15 percent of the AEA State grants under Section 353. Even so, funding from these sources will be insufficient to support systematic training activities for many States. Section 353 funds amount to no more than $25 million nationwide, and the $5 million appropriated for State resource centers in fiscal year 1993 is spread across every State and the outlying areas. 20 One option for making the most of available funding is for Congress, through legislation, to allow States to pool Section 353 set-asides, along with State resource center grants, to create multistate or regional teacher training centers. Local adult literacy training funds could also be channeled into these centers. Similarly, training activities supported by other Federal and State programs involved in literacy training could be aggregated. Regulations should facilitate, not inhibit, training efforts that address common needs of adult literacy educators serving clients from JOBS, JTPA, Head Start, Corrections, Drug and Alcohol Rehabilitation, and other programs. Collaborative training activities could also encourage cross fertilization of staff expertise. For example, teachers of young children in family literacy programs could study the learning problems of the children’s parents; those who traditionally teach adults could learn about child development and early childhood education. The result would broaden the base of expertise in intergenerational literacy programs. Collaborations between those with training expertise in the workplace and those skilled in teaching reading and writing could encourage richer, more comprehen- 19‘1’IIUS fm, only NVO of the Star Schools projects have begun to experiment with adult Meraey in a Wkd way. ~ on a forrn~a basis SOIIE States or territories receive as little as $2,500, and over half the States receive leSS * $50,~, which suPPorts several other activities beyond teacher haining. 331-048 0 - 93 - 2 QL. 3

  • Page 1 and 2: Adult Literacy and New Technologies
  • Page 3 and 4: A merica’s commitment to the impo
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  • Page 9 and 10: Access to Technologies for Literacy
  • Page 11 and 12: After working all day in a chicken
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  • Page 17 and 18: successful in the workplace, and ha
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  • Page 21 and 22: Some have also encouraged partnersh
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  • Page 27 and 28: for change and as a resource to ben
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    e-reading the material, and their j

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    T he literacy service delivery ‘

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    Chapter 4-The Literacy System: A Pa

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    Chapter 4-The Literacy System: A Pa

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    400 350 300 250 20O ‘ >“1 \ I [

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    Bell Atlantic Black and Decker Stan

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    Chapter 4-The Literacy System: A Pa

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    Chapter 4-The Literacy System: A Pa

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    Chapter 4-The Literacy System: A Pa

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    Chapter 4-The Literacy System: A Pa

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    Chapter 4-The Literacy System: A Pa

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    Chapter 4-The Literacy System: A Pa

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    s ince the mid- 1960s, the Federal

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    Although promising, these efforts c

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    War on Poverty program overseen by

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    Chapter &The Federal Role in Adult

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    somewhat contemporaneously, so it c

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    there is overlap. Both ED and the D

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    Chapter &The Federal Role in Adult

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    to 70 percent) or Head Start childr

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    Chapter 5-The Federal Role in Adult

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    Highly defined subcategories of new

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    set of service delivery issues: how

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    esponding to public concerns about

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    Chapter 5-The Federal Role in Adult

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    experimental funds to promote use o

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    must coordinate or consult; most fr

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    eral agencies to undertake joint ve

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    in Federal law by providing some in

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    Educational gains Support services

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    Advances in technology have “uppe

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    Computer-Based Technologies Chapter

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    Chapter 7-Technology Today: Practic

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    Chapter 7-Technology Today: Practic

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    Chapter 7-Technology Today: Practic

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    ecorders (VCRS), 27 and61 percent h

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    Many adults use computers in the LA

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    Chapter 7-Technology Today: Practic

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    specialized personnel to evaluate h

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    Chapter 7-Technology Today: Practic

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    — that provides information criti

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    Chapter 7-Technology Today: Practic

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    notes, sounds, graphics, movies, an

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    T oday’s literacy programs are un

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    verify the owner’s request, relay

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    charge, Dave’s mother refused to

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    Guatemala to marry Eduardo when she

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    Through her ESL, parenting, job pre

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    Chapter 8-Looking Ahead to a Future

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    Chapter 8-Looking Ahead to a Future

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    munications capabilities. Ultimatel

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    Issues of Access and Equity These t

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    Chapter 8-Looking Ahead to a Future

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    Boxes Appendix A: List of Boxes, Fi

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    Appendix A-List of Boxes, Figures,

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    Appendix B-Major Federal Adult Lite

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    R = required; E = encouraged; O = o

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    Appendix C-Key Coordination Provisi

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    only discs, new data cannot be stor

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    Tablet or graphics tablet: A comput

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    PBS PIC PLUS R&D SBIR SCANS SDA SEA

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    Appendix F—Workshop Participants,

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    Rob Foshay TRO barring, Inc. Michae

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    Dennis Poe U.S. Department of Healt

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    Appendix G: Contributing Sites Thro

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    Northwest Tri-County Intermediate U

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    ABE. See Adult basic education ACCE

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    technological applications, 120-121

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    National Workplace Literacy Partner

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    workplace literacy, 102, 117-119 Te

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