Donna, How do we access this? It sounds great and I would 
like to recommend it to several students, colleagues and 
myself!  Diane

---- Original message ----

>Date: Sat, 24 Feb 2007 11:11:46 -0500

>From: "Brian, Dr Donna J G" <djgbrian at utk.edu>  

>Subject: [Workplace 605]  Online Prof Dev course from Tom 

Sticht  

>To: "The Workplace Literacy Discussion List" 

<workplace at nifl.gov>

>

>February 23, 2007

>

>Adult Education and Literacy in the United States:

>A Syllabus and Resources for an Online Course of Self-Study

>

>Tom Sticht

>International Consultant in Adult Education

>

>Each year many people start work in adult education and 

literacy

>development without much background in the field. Others 

who have worked

>in the field for a while may wish to deepen their knowledge 

of the

>field. To give people a chance to learn more about the 

field and its

>history, policies, practices and issues that it deals with 

I have

>developed this syllabus for self-study. It provides 

guidance to 12

>reports of mine which are available for free downloading 

online. Reading

>one report a week will provide a one semester, 12 week 

course of

>self-study. Except for number 1.1, these resources are 

located online at

>www.nald.ca at the Library pages for the site. To find any 

of these

>resources search the NALD Library pages using Sticht for my 

last name,

>or google my name and the title of the report.

>

>Syllabus and Resources

>

>Part 1: History of and Perspective on the Adult Education 

and Literacy

>System (AELS) of the United States

>

>1.1. The Rise of the Adult Education and Literacy System in 

the United

>States: 1600-2000. [ A 400 year history of activities 

leading to the

>Adult Education Act of 1966 and the emergence of the 

present day AELS

>with organizations and individuals involved in this rise. 

Online at

>www.ncsall.net/?id=576].

>

>1.2. Beyond 2000: Future Directions for Adult Education.  

[Looks at

>social, demographic, science, economic and technology 

trends with

>implications for the AELS; examines government and 

legislative trends

>with implications for the future of the AELS.]

>

>1.3. The  Adult Education  and Literacy System (AELS) in 

the United

>States:

>Moving From the Margins to the Mainstream of Education. 

[Includes the

>growing value of the Adult Education  and Literacy System 

(AELS)  in the

>new millennium; value of AELS for improving adults' and 

children's

>health, learning and schooling; need for mainstreaming the 

AELS in U.S.

>education; strengthening the AELS.]

>

>Part 2. Testing, Assessment, and Accountability in the AELS.

>

>2.1. Adult Literacy in the United States: A Compendium of 

Quantitative

>Data With Interpretive Comments.  [Presents a developmental 

theory of

>literacy and history of and items from standardized tests 

in the U.S.

>including military tests from World War I to 1990s and all 

mass literacy

>tests for adults from 1930s to the National Adult Literacy 

Survey (NALS)

>of 1993, which is similar to the NAAL of 2003. Presents 

data on

>relationships of parents education to the literacy of their 

children;

>relationships of adult literacy to occupations; and samples 

of pre- and

>post-test gains for over 30 programs, including 

longitudinal growth

>curves for some programs.]

>

>2.2. Accountability in Adult Literacy Education: Focus on 

Workplace

>Literacy Resources for Program Design, Assessment, Testing, 

&

>Evaluation. [Provides knowledge resources for designing, 

delivering and

>evaluating workplace literacy programs; discusses testing 

and

>accountability in adult literacy programs in the Workforce 

Education Act

>of 1998 still in effect as of 2007; determining how many 

adults are

>lacking in workforce literacy: the national and 

international adult

>literacy surveys.]

>

>Part 3. Curriculum Theory With Case Studies Illustrating 

Applications to

>Adult Education and Literacy Programs.

>

>3.1. Functional Context Education: Making learning relevant 

(1997

>edition).

>[Eight chapters including The Power of Adult Literacy 

Education; Some

>Challenges of Diversity for Adult Literacy Education. Views 

On

>Contemporary Cognitive Science; Introduction to Functional 

Context

>Education; Functional Context Education and Literacy 

Instruction; and

>four case studies in applying Functional Context Education 

to the design

>of programs that integrate (or embed, contextualize) basic 

skills and

>vocational or parenting education. (workplace literacy, 

family

>literacy).]

>

>3.2. Functional Context Education: Making Learning Relevant 

in the 21st

>Century (2005 edition). [Functional Context Education (FCE) 

materials

>available online in several nations; the Adult Literacy and 

Life skills

>(ALL) survey, National Adult Assessment of Literacy (NAAL) 

survey; FCE

>in historical perspective, (1860-Present) including Paulo 

Freire and

>Learner Centered, Participatory Literacy Education. 

Methodologies used

>in adult literacy research for determining what is relevant 

to youth and

>adult learners; five case studies illustrating the 

application of FCE in

>parenting, vocational training, and health literacy.]

>

>Part 4. Listening and Reading Theory and Practice With  

Adult Learners

>

>4.1. Auding and Reading: A Developmental Model. [This is 

the first book

>applying modern cognitive science to oracy (listening to 

and speaking

>language) and its transfer to literacy development with 

children and

>adults. It presents an early version of Gough's "simple 

model of

>reading"

>stating that Reading=Decoding+Comprehension (measured by 

listening). It

>provides an extensive review of research on language 

development,

>relationships of listening to reading, and the evaluation 

of four

>hypotheses derived from the simple model presented in the 

book.

>

>4.2. Teaching Reading With Adults. [This paper discusses 

literacy as the

>mastery of graphics technology. It shows how the basic 

elements of the

>graphic medium - its relative permanence, its ability to be 

arrayed in

>space, and its use of the properties of light - work 

together to permit

>literates to generate (write) and access (read) massive 

collections of

>knowledge; to analyze and synthesize discrete information 

into coherent

>bodies of knowledge, and to perform complex procedures with 

accuracy and

>efficiency.

>

>4.3. Seven Pioneering Adult Literacy Educators in the 

History of

>Teaching Reading With Adults in the United States.  

[Throughout the 20th

>century both Synthetic and Analytic methods of teaching 

reading were

>favored by different adult literacy educators. Favoring the 

Synthetic or

>"code"

>methods are Harriet A. Jacobs, J. Duncan Spaeth  and Frank 

Laubach.

>Favoring the Analytic or "meaning making " methods are Cora 

Wilson

>Stewart, Paul Witty, Francis P. Robinson, and Septima 

Poinsette Clark.

>This paper discusses teaching innovations introduced by 

each of these

>pioneers in adult literacy education.]

>

>5. Policy Papers

>

>5.1. Toward a Multiple Life Cycles Education Policy: 

Investing in the

>Education of Adults to Improve the Educability of Children. 

[This paper

>argues for education policy that recognizes that literacy 

is transferred

>across generations from parents to their children. 

Therefore, we need to

>have a much larger investment in the education of youth and 

adults who

>are parents or who will be parents. Adult literacy 

education affects

>multiple life cycles. An extensive review is presented of 

research on

>early childhood education, relationships of parent's 

education to

>children's literacy, parenting and preschool effectiveness, 

and other

>issues.]

>

>5.2 Reforming Adult Literacy Education: Transforming Local 

Programs Into

>National Systems In Canada, the United Kingdom & the United 

States.

>[Activities are underway in these three nations for 

transforming adult

>literacy education from a variety of disparate programs 

into organized

>systems of education for adults. Activities include:1. 

Scale of Need:

>determining how many adults are in need of adult basic 

skills education.

>2.

>Access to Provision: determining how many adults are aware 

of, have

>access to and enroll in adult literacy education provision. 

3. Nature of

>Provision: determining the nature of the delivery system of 

adult

>literacy provision. 4. Quality of Provision: determining 

the need for

>improved quality. 5. Accountability of Provision: improving 

methods for

>determining student learning and other outcomes.]

>

>

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Diane Foucar-Szocki, Ed.D
JMU NEEDS EVERY ONE 
Employee Giving Campaign Co-Chair
http://www.jmu.edu/employeegiving/
Professor and Chair 
Learning, Technology and Leadership Education
http://coe.jmu.edu/ahrd
Director, Workforce Improvement Network, http://vawin.jmu.edu
Director, Workforce Development Campus www.jmu.edu/wdc
7343 Memorial Hall MSC 6913
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