The resources are all online.  In Tom Sticht's introductory paragraph,
he gives the URL www.nald.ca and says to go to the library pages on the
NALD site, and put in "Sticht" as the search term .  You get a list of
all of his resources (all 70!) and you can then sort by "title" and
"ascending" to get an alphabetical listing so that you can find the ones
he references easier.  Note that a separate URL is given for the
resource listed in 1.1.  I'm sure Tom will be pleased that you want to
find his materials!
Donna

-----Original Message-----
From: workplace-bounces at nifl.gov [mailto:workplace-bounces at nifl.gov] On
Behalf Of Diane Foucar-Szocki, Ed.D.
Sent: Monday, February 26, 2007 10:17 AM
To: The Workplace Literacy Discussion List
Subject: [Workplace 606] Re: Online Prof Dev course from Tom Sticht

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
James Madison University
Harrisonburg, VA 22801
540-568-6794  o: 540-568-6824 
f: 568-6608
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