Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i0SHqjI11998; Wed, 28 Jan 2004 12:52:45 -0500 (EST) Date: Wed, 28 Jan 2004 12:52:45 -0500 (EST) Message-Id: <20040128175048.66771.qmail@web11201.mail.yahoo.com> Errors-To: listowner@nifl.gov Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: Bertha Mo <bertiemo@yahoo.com> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:2833] Re: NIFL and research X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 2101 Lines: 64 Adult Learning is a dynamic process because both people and our social environment are dynamic...Innovations in technology also require the field to be dynamic Searching for evidence-based methods is may be comparable to searching for thr "silver bullet, " one size fits all solution. Learners are different, their situations and the learning environment is different and so there needs to be continued research. I just read a very enlightening book by Joe Greenfeld called," Making Room for Noah," which talks about one families iterative process in trying to found educational, recreational and residential and supportive services for their autistic son. It's was quite frustrating for the family to realize that while much had been learned and accomplished there was so much more to do and learn. The reader also is treated to the uniqueness of each person who is diagnosed as "autistic," just as we are challenged by the diversity of people and needs of those who are deemed, "adult learners." --- Janet Isserlis <Janet_Isserlis@brown.edu> wrote: > Dear all, > > (with apologies for cross-posting, but with keen > interest in > responses from as broad a group of educators as > possible) > > There are many reasons for us to continue to support > the critically > important work of NIFL, including its focus on adult > learning. In a > recent conversation with a legislative aide, > apractitioner reported > that the aide said "that he didn't necessarily see > 'researched-based' [practice/teaching] as a problem > [for adult > literacy practitioners], as he put it, 'that means > you just > havestudies showing that what you do works, and you > don't just go > doing whatever you want to do'." > > What do you think about that? If NIFL were to > change, to > provid resources only on scientifically-based > reading research > practices, how would that impact adult literacy and > basic > education?What does this mean to you? Do you see > that as posing a > problem? What are the implications in terms of our > work of all of > the above? > > Janet Isserlis >
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