Thanks for those questions, Julie.  Since Clare will probably respond to the
"learning to learn" question, let me mention something else.  Other LSAL
findings that will be coming out in future publications indicate that both
program participation and self-study activities contribute to the growth of
literacy in adult life, with the largest apparent impact coming from the
combination of both programs and self-study -- learners who engage in both
(not necessarily at the same time) seem to make the most progress over a
long period of time.  

We would love to hear from teachers who have tried to build/encourage
self-study in their students.  Many of the LSAL subjects who have gone to
programs spend time in learning centers working independently, drawing on
the teacher's support and assistance as needed (sort of a facilitated
self-study).  It seems plausible that these type of experiences may prepare
some students to self-study more effectively on their own (especially if
they could easily get help when needed).  

-Steve     

-----Original Message-----
From: focusonbasics-bounces at nifl.gov [mailto:focusonbasics-bounces at nifl.gov]
On Behalf Of Julie McKinney
Sent: Wednesday, January 24, 2007 10:53 AM
To: focusonbasics at nifl.gov
Subject: [FocusOnBasics 608] Re: self study discussion

Thanks, Steve and Clare for sharing the LSAL results and your
interpretations. It seems from your results that self-study is both more
common and more effective than we have tended to think over the years,
and that it could be very significant to work harder at encouraging it.

I wonder if learners who have "learned how to learn" as Clare says, or
focused on self-study skills during their program participation, are
more likely to self-study, and if their self-study is more effective?
Steve, Clare, is there any data to answer this?

If we assume that our students are likely self-study at some point,
wether combined with or outside of a program, there is probably a lot we
can do to encourage that while they are with us. I, too, would love to
hear some answers to Clare's question about "how teachers incorporate
the project of "learning how to learn" into the curriculum, giving
learners tools for self
study and lifelong learning."

Teachers, please tell us what you have done in this regard!

All the best,
Julie

Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org


>>> "Clare Strawn" <clare at pdx.edu> 01/22/07 3:55 PM >>>

Hello - This is Clare Strawn. I have been working with Steve on the
Longitudinal Study since the start. Most of my analytic work has been on
understanding patterns of participation in adult education programs. I
am
interested in hearing if and how teachers incorporate the project of
"learning how to learn" into the curriculum, giving learners tools for
self
study and lifelong learning.

I'm looking forward to participating in this discussion with you.

Clare

In response to the question about how we retained our sample.  From the
beginning of the study we decided to invest in building relationships
with
our respondents. We value their contributions with payment. We have an
in-house system for keeping in touch with people by calling them every
three
months to update our information. It is also very important to ask them
for
contacts of friends and relatives who can help us find them when we
loose
contact with us.  

Clare


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