Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id fBILDu010732; Tue, 18 Dec 2001 16:13:56 -0500 (EST) Date: Tue, 18 Dec 2001 16:13:56 -0500 (EST) Message-Id: <be.1fb0d867.29510b16@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: MWPotts2001@aol.com To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:533] Re: Curriculum responses X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Mac sub 39 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 1170 Lines: 24 Laura Bercovitz asks "In our discussions and sharing of curricula, how do we avoid the commercial issues? And yet it appears from the amount of responses in recent weeks, the interest is there." My own feeling is that we think of the commercial products as tools and resources and not as curricula. We can recognize the value of research-based materials and use them appropriately within the plan for delivery. For example, when we think about integrating the components of a family literacy program, we deliberately seek out tools and resources that will help us do that, such as quality children's literature. We would not insert just any book into our plan, but one that meets the needs for conveying intended messages that are meaningful to both children and adults. So where do we find out how to do that? If we are not experienced with this integration strategy, we could seek out commercial products to help us design and deliver instruction within the content and context of our own programs. There are several out there which do just that, but they are not curricula in and of themselves. Meta Potts Glendale, Arizona mwpotts2001@aol.com
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