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Laura Chenven
Fellowship Project: Workplace Basic Skills and Learner Leadership
1997-1998 Literacy Leader Fellow
Literacy Leader Fellowship Research 1997-1998
Ms. Chenven will research the use of joint labor/management training and education funds for workplace literacy training. Her final product will review and describe how these funds are used. The project will particularly note the role of learners as active participants in workplace literacy programs. A small group of learner leaders in the Baltimore/Washington area will work under the auspices of the project to develop ways to increase learner particpation in joint labor/management literacy programs.
Susan Cowles
Fellowship Project: Teaching and Learning
with Internet-based Resources
1996-1997 Literacy Leader Fellow
Literacy Leader Fellowship Research 1996-1997
Susan Cowles spent her fellowship year working on a project that integrates Internet-based resources in adult literacy programs. Susan developed curricular materials that are appropriate for anyone who wishes to uses the Internet as a tool for teaching and learning. Susan also coordinated a team of fifteen instructors in Oregon. Members were drawn from all the geographic regions of Oregon, as well as from a variety of programs: ESOL, corrections, family literacy, and welfare reform. The team members met three times during the project year to develop their own skills in Internet use. They now serve as mentors to other instructors at their own institutions.
Read about Susan Cowles
Susan Cowles' Work On-Line
Marcia Drew Hohn and Beth Sauerhaft
Fellowship Project: Teaching and Learning about Health
in Adult Literacy Participatory Action Research for Learner Empowerment and Leadership
1996-1997 Literacy Leader Fellows
Literacy Leader Fellowship Research 1996-1997
The Literacy and Health Fellowship project is a collaborative venture of Marcia Drew Hohn and Beth Sauerhaft, each of whom carried out Participatory Action Research about the experience of connecting literacy and health education. Marcia Drew Hohn has worked for 2+ years with a Student Action Health Team at a literacy program in Massachusetts to capture the experience and learning from the direct experience of embedding empowerment health education in an adult literacy program. As a result of the learning from the two projects, a guidebook for linking literacy and health education is being produced for the practitioners in both the literacy and health education worlds. The guidebook will include a discussion of the research and theoretical base, backgrounds and descriptions of the projects, major findings and implications for the practice of literacy and health linked education as well as a section on additional resources for the field.
Part A - Marcia Hohn - Empowerment Health Education in Adult Literacy
Part B - Beth Sauerhaft
Printed copies of this report are available at no cost from the Institute's Hotline and Clearinghouse at 1-800-228-8813.
Anson Green and Janet Isserlis
Fellowship Project: On the Screen: A Sourcebook and Curriculum guide Bringing women's Barriers to Literacy, Learning and Employment to Light.
1999-2000 Literacy Leader Fellows
Literacy Leader Fellowship Research 1999-2000
Through funding from a National Institute for Literacy (NIFL), Anson Green, a basic education practitioner in San Antonio, Texas, and Janet Isserlis, project director of Literacy Resources/RI in Providence, Rhode Island, facilitated separate but interrelated projects focusing on a variety of barriers women in adult education and workforce preparedness programs face.
Janet's project created a resource that can assist literacy/adult education practitioners in recognizing the effects trauma and violence have on learning as well as its effects on independence and self-sufficiency for women. Anson's project developed a classroom resource for literacy and workforce development practitioners focused on a variety of barriers women face meeting their learning or self-sufficeny goals.
Read about Janet Isserlis
On the Screen: A Sourcebook and Curriculum guide Bringing women's Barriers to Literacy, Learning and Employment to Light
Paul Jurmo
Fellowship Project: State-Level Policy for Workplace Basic Education:
What Advocates Are Saying
1995-1996 Literacy Leader Fellow
Literacy Leader Fellowship Research 1995-1996
Paul Jurmo's fellowship study, "State-Level Policy for Workplace Basic Education: What Advocates Are Saying," summarizes how workplace basic education is (and isn't) being incorporated into state plans for workforce development. The study describes factors which are blocking attention to workplace basic education, elements of good policy which supports basic education for incumbent workers, and steps which advocates might take to promote the use of adult basic education to prepare workers for productive and rewarding roles in the emerging economy.
Read about Paul Jurmo
State-Level Policy for Workplace Basic Education: What Advocates Are Saying
Suzanne Knell
Fellowship Project: Strategic Changes:
Integrating Adult Education, Job/Vocational Training and Work for Welfare Clients
1996-1997 Literacy Leader Fellow
Literacy Leader Fellowship Research 1996-1997
To effectively provide programming and work opportunities to welfare recipients, all components of a welfare to work program must be linked to meet the needs of the recipients. Those components include: adult education, job/vocational training, job search, job readiness, job development, support services, work and post employment services. Through this fellowship, research about existing welfare to work programs was reviewed, site visits were made to programs and companies, and a national teleconference was produced and aired on particular issues facing the nation and states as welfare reform is implemented. Those issues were: examining the important role of adult education/literacy, linking program components, reviewing pre and pre/post employment services models and work first models, involving the business community, and exploring the role of family literacy. Final material to support the issues discussed through the teleconference and findings from this project will be developed and disseminated.
Read about Suzanne Knell
Suzanne Knell's Work On-Line
Fran Tracy-Mumford
Fellowship Project: Distance Learning in Adult Education and Literacy
1997-1998 Literacy Leader Fellow
Literacy Leader Fellowship Research 1997-1998
Distance Learning in Adult Education and Literacy. Dr. Tracy-Mumford will determine the current state-level use, projected use, and issues in distance learning in adult education and literacy, with emphasis on adult high school completion. She will also develop collaborative efforts between and among states in the planning and delivery of distance learning. She will explore adult learners' willingness to participate in distance-learning formats, and identify vendors as potential partners in the delivery of services. Finally, she will describe the best practices for distance learning delivery from a national perspective.
Fran Tracy-Mumford's Work OnLine (a collaboration with Mary Parke, NIFL)
David Rosen
Fellowship Project: How Adult Learners and Practitioners Use the Internet
1995-1996 Literacy Leader Fellow
Literacy Leader Fellowship Research 1995-1996
The overall purpose of my research was to determine how adult literacy education practitioners and adult learners have been using the Internet, what obstacles they have found, what has helped them to overcome the obstacles, and what good Internet sites they have found.
Read about David Rosen
Read more about David Rosen's work
Gail Weinstein
Fellowship Project: Bringing Literacy to Life and Lives to Literacy:
Paving the Road to the Future
1997-1998 Literacy Leader Fellow
Literacy Leader Fellowship Research 1997-1998
This project aims to provide practitioners with concrete, do able processes for making learning relevant to particular learners in particular communities, even as these vary, grow, and change. A model called Learners' Lives as Curriculum will be used to integrate use of learner-generated texts with language development, content information, and community-building activites for collective problem solving. The model assumes that classrooms could (and should) be settings where adults find opportunities to develop language and literacy skills while reflecting, as individuals and in collaboration with others, on their changing lives.