Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id fAR3q3004126; Mon, 26 Nov 2001 22:52:03 -0500 (EST) Date: Mon, 26 Nov 2001 22:52:03 -0500 (EST) Message-Id: <BLEALAJBIBGCJIKBIKJEIEKACCAA.beaver1@pon.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: "Nancy Gulliver" <beaver1@pon.net> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:2126] FW: use of technology X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2911.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 5873 Lines: 114 With Erna's permission, I am sharing her answer to my questions about the use of technology that I posed to the list serv. Nancy Gulliver -----Original Message----- From: Golden, Erna [mailto:E.Golden@BrooklynPublicLibrary.org] Sent: Wednesday, November 21, 2001 6:42 PM To: 'beaver1@pon.net' Subject: FW: [NIFL-TECHNOLOGY:2109] use of technology Hi Nancy, Two main goals face adults who are learning to read and write: developing the nuts & bolts skills of literacy and balancing that goal with the purpose for learning to read & write, that is to be able to communicate. We believe at BPL that meaningful communication cannot be put off until a person can decode, encode, etc. We use actual texts, books that are checked out of the library by students just as any patron would do. Students alsi bring in materials they want to be able to read. Volunteer tutors share meaningful texts from their daily lives as well. We do not rely an any kind of workbook-type materials. We use a multimedia approach as well as MACs: television, radio, tape recorders, VCR's, video projectors, digital cameras, scanners, even the telephone (for learning to take messages or navigate those awful trees you have to deal with when you call almost any company.) We also have designed lessons around using the vending machines dispensing NYC's Metrocard (for bus & subway transit) and ATM machines. How are the tech & media used? In whatever way that is relevant for whatever is happening in the group. That could mean watching the movie based on the book the group just read. Watching a television program to jumpstart a project. It could mean listening to music and then freewriting. Using books on tape or taping a reading of difficult text so that the tape can be used when reading at home. A group could plan a trip, looking up a website, then locate an online map to use as a guide, buy a Metrocard from the vending machine, create a flyer to announce the planned trip, take pictures/film of the trip, create a book about the trip, design and create a bulliten board about the trip/project in the learning center (all this done using wordprocessing, graphics, scanning or downloading pictures, possibly using audio, using reference materials from the internet and elsewhere, and so on). Groups have gone to restaurants, plays, concerts, ballets, Ellis Island, The Intrepid Museum and other museums, galleries, street tours,etc. >From the very first day students attending our program begin learning to use a productivity software such as Microsoft Word. Eventually they learn how to get into the Internet, to use email, as well as the names of the hardware and software tools and functions they are using, etc. Students also learn some extras: playing games, using reference CD's, typing skills programs, graphics programs.... Students can use the skills learned with children at home (some do have computers at home 'for the kids' already), for communication with family members living far away (much less $ than long distance). Students can go into any branch library and use the computer to communicate. They can certainly use it for work and study. Many people ask us how a person who cannot read can work on a computer. Consider that most people learn to use technology on a as needed basis, one function at a time. We start with name, date, address, a language experience (for non-readers or very beginners) or short journal-type entry (the topics are not preset, but come out of whatever conversation we have with the student). Students don't need typing lessons, just a finger or two (hunt & peck). We show them a few important keys - space bar, enter/return, etc. And we say leave all of the mistakes to practice with. The next session we begin editing - highlighting, arrow keys, delete...eventually moving on the copy/cut/paste after several, possibly many sessions. Students learn to save and print immediately. There's a lot of repetition built into using a computer and so the skills actually stick very well. We rarely have students who do not find a keyboard as easy or easier to use than a pen or pencil. And the ability to edit, change fonts and add graphics or color is very engaging for students (more so than penmanship exercises could ever be.) It's very exciting as well as being an accomplishment and a useful, relevant tool that even those who can already read are still learning! And getting past that that first page of writing is easier when you don't have to turn the page. Students can use all or one of these skills/functions in one project. All they need is imagination and/or a goal and some help from staff and tutors in getting going. Our students have families, jobs and community ties. And New York City is a huge resource we access as well: museums, theaters, outdoor shows, galleries, concert halls, historical sites of every kind - all with websites to visit before using the MTA online map to figure out what route to take to the place. And so after saying all that and to answer your question I would choose a computers bundled with productivity software and internet access with a few games thrown - either MAC or a PC - the same as anyone would choose for office or home. Add a television and a radio/tape/CD player if budget permits. And assist students in understanding the connections between all of this - all communications media! How has this changed how we teach? Before we started using technology like this we did the workbook thing. Now we see students gaining a matrix of skills that goes beyond learning spelling and grammar. It's more real, more connected, more meaningful, right now for students needing immediate as well as long-term growth. I hope some of this is helpful, Erna Golden Education Coordinator Adult Literacy Program Brooklyn Public Library Brooklyn, New York
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