Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.0.Beta5/8.9.0.Beta5/980425bjb) with SMTP id LAA03013; Mon, 30 Nov 1998 11:17:33 -0500 (EST) Date: Mon, 30 Nov 1998 11:17:33 -0500 (EST) Message-Id: <3661A4A9.44A9@concentric.net> Errors-To: azaheer@famlit.org Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: Burmester <Delvig@concentric.net> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:1796] Library and adult education X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii X-Mailer: Mozilla 3.0 (Win95; U) I coordinate a program from the Louisville Free Public Library (KY) and local county Adult Basic Education classes. The classes (about 40 in number), including family education, ESL and ABE/GED, visit the library 2-3 times a year. Some ABE/GED teachers don't see the value of classes visiting the library. They say students are only interested in their GED and don't want to take time away from class. The first library visit is general in nature--an introduction with tour, incentive gift, refreshments. Subsequesnt tours introduce students to the internet, research, etc. Most classes and instructors have formed relationships with the library that are enhancing teaching and students' learning. What about the others? What articles can I go to for information on the benefit of classroom/library collaboration?
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